@article {bnh-6986, title = {Building best practice in child-centred disaster risk reduction: annual project report 2018-2019}, number = {575}, year = {2020}, month = {06/2020}, institution = {Bushfire and Natural Hazards CRC}, address = {Melbourne}, abstract = {

Emerging as a distinct approach to disaster risk reduction (DRR) over the last 15 years, the primary objective of Child-Centred Disaster Risk Reduction (CCDRR) is to strengthen children{\textquoteright}s knowledge and skills so that they understand the disaster risks that exist in their communities and can take a lead role in reducing those risks. In the Australian context, the most commonly practiced form of CCDRR is school-based Disaster Risk Reduction and Resilience Education (DRRRE).

To support the delivery of effective and sustainable in DRRRE in Australian schools, research conducted in the first phase of this project (2014-2017) was focused on the development of guiding models and frameworks and the evaluation and redevelopment of End-User DRRRE programs and resources.

For second phase of the project (2017-2020), the focus has shifted toward school-led DRRRE programs and initiatives, which will enable bottom-up processes to inform end-user policy and practice. The project is also addressing the vexing issue of scaled implementation through the development of an evidence-based national framework which brings together the concerns and priorities of emergency management agencies and the education sector.\ 

This Annual Report provides a summary of progress to date, including a discussion of how cumulative research outputs from the first four years of the project are being utilised by End-User agencies to inform DRRRE program design, implementation and evaluation. It then provides the details on the various research activities which comprise the 2017-2020 research program, including:

  1. Project-based learning for disaster risk reduction and resilience: an explanatory case study from Harkaway Primary School;
  2. Descriptive case studies of good practice in DRRRE;
  3. A national study of DRRRE implementation: the 3Rs of disaster education;
  4. The redevelopment of the DRRRE Practice Framework.

The report also includes a summary of current PhD projects and a comprehensive list of publications that have been produced over the course of the project.

}, keywords = {child-centred, Disaster risk reduction, education, practice}, issn = {575}, author = {Briony Towers} } @mastersthesis {bnh-8160, title = {Disaster risk reduction education for children: a study in Bangladesh engaging children as co-researchers}, volume = {Doctor of Philosophy}, year = {2020}, month = {10/2020}, pages = {379}, school = {CQUniversity}, address = {Melbourne}, abstract = {

In the last decade, a number of studies have been conducted on different types of disaster education programs for children. These studies suggest that such programs enable children to be more resilient, not only in terms of increased knowledge on disaster risk reduction (DRR) but also increased preparedness and confidence. However, despite the positive findings, significant challenges still remain. In spite of generating effective DRR outcomes, the area of program development and evaluation lacks a guiding model. This includes one that speaks to both effectiveness and sustainable implementation. Disaster education programs for children are mostly designed and implemented by non-formal educators such as development and humanitarian agencies. As a result, the literature is primarily based on the evaluation of programs (such as those of Non-Government Organisations or NGOs). Many of these have been identified as having significant methodological limitations. Studies to date also typically rely on DRR knowledge indicators and do not identify the explicit elements of the programs responsible for generating specific positive outcomes. None of the studies has sought direct opinion from children regarding the process, efficacy and outcomes of such programs.\ 

Thus, this study aims to conduct rigorously designed research on DRR education for children in Bangladesh by involving children{\textquoteright}s active input and participation. In so doing, it aims to identify the specific elements of the DRR education programs for children that produce positive outcomes. Another aim is to examine implementation factors, including those structural and process factors that facilitate rather than impede sustainable implementation and child-participation.\ 

Considering the role of active child participation in this research, this study sought to empower the children by engaging them as co-researchers. Since the power inequalities between child participants and adult researchers are inevitable for obvious reasons such as age gap, lack of experience of children in the field of research and, above all, the accountability mechanism in academia, child-participation literature recommends the intriguing idea of seeking children{\textquoteright}s assistance in understanding their perspectives, instead of merely regarding them as research objects. This study therefore fostered children as co-researchers by involving them in various research activities, ranging from data collection to analysis, and importantly, in documenting the findings. To more effectively minimise the power differential, the study incorporated child-friendly methods and techniques that are built on children{\textquoteright}s competencies and interests and ensured that the children had support from each other.\ 

This study makes a significant contribution to our theoretical understanding of DRR education for children by exploring its related challenges and achievements. It provides evidence for improvements in relevant policy and practice. The recommendations made by the child co-researchers can be used as guiding principles in the design and implementation of child-centred DRR education programs in Bangladesh. Most importantly, by bringing children on board as co-researchers, this study provides a framework for engaging children in research on disasters. It therefore encourages future researchers to empower children as co-researchers and foster their genuine participation in research.\ 

}, keywords = {Bangladesh, child-centred, children, co-researchers, Disaster risk reduction, education}, author = {Mayeda Rashid} }