What is disaster resilience education?


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Paper Presented at the
Australian and New Zealand Disaster and Emergency Management Conference
Surfers Paradise, Gold Coast (QLD), 5-7 May 2014

Published in: Education, Technology, Business
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What is disaster resilience education?

  1. 1. Neil Dufty Principal, Molino Stewart Pty Ltd What is disaster resilience education?
  2. 2. Overview • What is disaster resilience? • Current disaster education • Research • Findings • Steps in designing education programs • Implications
  3. 3. Disaster resilience
  4. 4. Current disaster education CHALLENGE: NOT KNOWN WHEN BEHAVIOURS ARE REQUIRED LEADS TO PUBLIC SAFETY + PROPERTY PROTECTION Disaster learning Engagement Communicati ons Education
  5. 5. Reasons for research Concerns about: • Low levels of preparedness • Findings from disaster education, communications & engagement (ECE) evaluations • Learnings from other forms of public ECE e.g. health, sustainability education • Recognition of disaster education, psychology and sociology • National Strategy for Disaster Resilience What is Learning for Disaster Resilience (LfDR)?
  6. 6. Exploratory research used 6 EXPLORATORY CONFIRMATORY To provide insights and understanding To test specific hypotheses and examine relationships Information needed is defined only loosely Information needed is clearly defined Research process is flexible and unstructured Research process is formal and structured Sample is non-representative Sample is representative Analysis of primary data is qualitative Data analysis is quantitative
  7. 7. Research framework for content Disaster ECE Disaster ECE GOVERNANCE POPULATION ECONOMY CLIMATE CHANGE
  8. 8. Researching LfDR process Disaster Psychology Disaster Sociology Learning Theories Disaster Resilience Learning
  9. 9. Findings - content + Climate change discourse (hydrological hazards) LEARNING FOR DISASTER RESILIENCE Risk Preparedness Response Recovery Post-disaster learning Individual resilience Business continuity Social capital
  10. 10. Findings - process Learning domains Theory/Pedagogy Relevance Learning activities Behavioural Programmed instruction Rehearsing behaviours required prior to a disaster Drilling, exercising, training Cognitive Information processing Disaster information needs to be processed to trigger appropriate behaviours Warning messages, social media, media releases, signage, crowdsourcing Gestalt Risk perception, decision-making, attention, memory and problem-solving are all important requirements for appropriate disaster behaviours Awareness-raising documents and web sites (e.g. risk, preparedness actions), role plays related to disaster scenarios, maps Constructivist People construct learning from disaster information and experience Oral histories, social media, diaries, personal research Affective Experiential Prior or learned experience is an important factor in people’s disaster preparedness and resilience Gaming, simulations, virtual reality training, exercising Social and emotional Emotional factors play an important part in people’s preparedness and resilience Workshops, social and emotional learning programs in schools, resilient therapy, social media, counselling Transformational People may need to change to prepare appropriately for future disasters Role playing, disaster case studies, mind exploration, critical reflection Social Situated learning/communities of practice Social capital has been shown to be a major factor in community resilience Social media, post- disaster community meetings, resilience forums, community engagement
  11. 11. Steps in designing programs
  12. 12. Implications FOCUS CURRENT PREPAREDNESS ECE LEARNING FOR DISASTER RESILIENCE Goals public safety resilience Scope preparedness and response across PPRR plus post-disaster learning Legitimacy communications, public participation education, psychology, sociology Preparation sought emergency plans individual resilience-building, business continuity planning, social capital formation Program design emergency services organisations participative with communities Implementation mainly top-down through partnerships and networks Methods mainly information-based, engagement techniques mainly experiential, social, affective learning Learners audiences and target groups participants, stakeholders and partners Technologies mainly websites multi-modal including social media Externalities little dialogue linked to sustainability and climate change learning Evaluation at times, by providers regular formative and summative evaluation with communities
  13. 13. Putting LfDR into practice Fairfield City Flood Education Plan http://works.bepress.com/neil_dufty/20/ Also several overseas programs including ‘Resilientville’ http://resilientville.com/learn.html 0 5 10 15 20 25 30 35 40 45 No risk Low risk Moderate Risk High risk Property flooding House flooding
  14. 14. For you to consider • More emphasis on how to return individuals, businesses and communities to normal functioning • Importance of post-event learning • Evaluation – before, during and after disasters • Work on the ‘host’ not just the ‘hazard’ • Use gaming, simulations, role plays, exercises, social media, crowdsourcing, oral histories • Ask ‘how do you feel?’ • Build helping networks in the community
  15. 15. Thank you
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