Volume 12 Issue 4
Dec.  2021
Turn off MathJax
Article Contents
Rajib Shaw, Aiko Sakurai, Yukihiko Oikawa. New Realization of Disaster Risk Reduction Education in the Context of a Global Pandemic: Lessons from Japan[J]. International Journal of Disaster Risk Science, 2021, 12(4): 568-580. doi: 10.1007/s13753-021-00337-7
Citation: Rajib Shaw, Aiko Sakurai, Yukihiko Oikawa. New Realization of Disaster Risk Reduction Education in the Context of a Global Pandemic: Lessons from Japan[J]. International Journal of Disaster Risk Science, 2021, 12(4): 568-580. doi: 10.1007/s13753-021-00337-7

New Realization of Disaster Risk Reduction Education in the Context of a Global Pandemic: Lessons from Japan

doi: 10.1007/s13753-021-00337-7
Funds:

The first author acknowledges funding from Keio University, and the first and second authors acknowledge funding from Japan Society for Promotion of Science grant.

  • Available Online: 2021-12-25
  • Publish Date: 2021-12-25
  • The global COVID-19 pandemic has challenged different development sectors, including education. In this article, two main analyses are provided: one on the biological hazards of the pandemic in the context of the Sendai Framework for Disaster Risk Reduction 2015−2030, which analyzes the overall impacts on the education sector. Then we discuss the overall impact on education sectors, with specific focus on disaster risk reduction (DRR) education and education for sustainable development (ESD). Disaster risk reduction education and ESD are analyzed from the perspective of school-community-family linkages. Specific case analysis of COVID-19 response in the education sector is presented from Omuta City, Japan, which is considered as a champion city for ESD. Four phases of response in Omuta City are characterized with three specific foci: (1) mitigating covid impacts on educational program and participants; (2) preventing exacerbation of covid transmission within and outside schools; and (3) maintaining educational program integrity despite covid. Key lessons are summarized in the concluding section, which explore the importance of (1) educational governance (on critical decision making) during the pandemic as well as with cascading risks; (2) enhancement of school-community-family linkages as pandemic response commonalities between ESD and DRR education; (3) risk communication and citizen behavior; and (4) use of technology. We argue that integration of health and DRR education is important, that resilience needs to be redefined in terms of sustainable development goals (SDGs), and that education plays a vital role in achieving these ends.
  • loading
  • ASEAN (Association of Southeast Asian Nations). 2016. ASEAN common framework of comprehensive school safety. https://aseansafeschoolsinitiative.org/asean-common-framework-for-comprehensive-school-safety/. Accessed 20 Jun 2020.
    Das, S., R. Shaw, S. Kanbara, M. Abe, and T. Komino. 2020. Cascading disaster: Lessons from South Japan Flood Amidst Pandemic 2020. Tokyo, Japan: CWS Japan.
    Djlante, R., R. Shaw, and A. DeWit. 2020. Building resilience against biological hazards and pandemics: COVID-19 and its implications for the Sendai Framework. Progress in Disaster Science 6: Article 100080.
    Dunn, C.G., E. Kenny, S.E. Fleischhacker, and S.N. Bleich. 2020. Feeding low-income children during the COVID-19 pandemic. The New England Journal of Medicine 382 (18): Article e40.
    Fujioka, T. 2016. Disaster prevention education in the Japanese school curricula in recent years: Current status and future challenges. In Disaster resilience of education systems: Experiences from Japan, ed. K. Shiwaku, A. Sakurai, and R. Shaw, 39–52. Tokyo, Japan: Springer.
    Izumi, T., V. Sukhwani, A. Surjan, and R. Shaw. 2020. Managing and responding to pandemics in higher educational institutions: Initial learning from COVID-19. International Journal of Disaster Resilience in the Built Environment 12(1): 51–66.
    MEXT (Ministry of Education, Culture, Sports, Science and Technology). 2019. Reference material on school safety: Safety education at school for fostering “zest for living”. https://www.mext.go.jp/component/a_menu/education/detail/__icsFiles/afieldfile/2019/04/03/1289314_02.pdf. Accessed 20 Jun 2020 (in Japanese).
    Natural Research Council. 1989. Improving risk communication. Washington, DC: National Academies Press. https://pubmed.ncbi.nlm.nih.gov/25032320/. Accessed 20 Jun 2020.
    Oikawa, Y. 2012. Education for sustainable development and its implications to recovery process in Kesennuma. In East Japan Earthquake and Tsunami: Evacuation, communication, education, volunteerism, ed. R. Shaw, and Y. Takeuchi, 165–186. Singapore: Research Publishing.
    Oikawa, Y. 2013. Institutional response in education sector in Kesennuma City. In Disaster recovery: Used or misused developing opportunity, ed. R. Shaw, 89–113. Tokyo, Japan: Springer.
    Oikawa, Y. 2014. Education for sustainable development: Trends and practice. In Education for sustainable development and disaster risk reduction, ed. R. Shaw, and Y. Oikawa, 15–35. Tokyo, Japan: Springer.
    Oikawa, Y. 2014. City level response: Linking ESD and DRR in Kesennuma. In Education for sustainable development and disaster risk reduction, ed. R. Shaw, and Y. Oikawa, 155–176. Tokyo, Japan: Springer.
    Oikawa, Y. 2014. Educational governance issues in post tsunami responses in Kesennuma City, Japan. Asian Journal of Environment and Disaster Management 6(2): 153–173.
    Oikawa, Y. 2016. International cooperation: ESD and DRR in Japan. In Disaster resilience of education systems: Experiences from Japan, ed. K. Shiwaku, A. Sakurai, and R. Shaw, 143–180. Tokyo, Japan: Springer.
    Omuta BOE (Omuta City Board of Education). 2018. Omuta version SDGs (ver.1). http://www.e-net21.city.omuta.fukuoka.jp/consortium/images/2020/03.pdf. Accessed 15 Oct 2020 (in Japanese).
    Shaw, R. 2012. Community based disaster risk reduction. Bingley, UK: Emerald.
    Shaw, R., and Y. Oikawa. 2014. Education for sustainable development. Tokyo, Japan: Springer.
    Shaw, R., R. Chatterjee, and A. Dabral. 2020a. Integrating biological hazards (including pandemics) into DRR planning. Technical Advisory Document. Geneva: UNDRR.
    Shaw, R., R. Chatterjee, and A. Dabral. 2020b. Integrating biological hazards, including pandemics into DRR planning. Annex. Geneva: UNDRR.
    Shaw, R., Y.K. Kim, and J. Hua. 2020. Governance, technology and citizen behavior in pandemic: Lessons from COVID-19 in East Asia. Progress in Disaster Science 6: Article 100090.
    Shaw, R., K. Shiwaku, and Y. Takeuchi. 2011. Disaster education, vol 7. Community, environmental, and disaster risk management series. Bingley, UK: Emerald Group Publishing Limited.
    Shaw, R., Y. Takeuchi, S. Matsuura, and K. Saito. 2014. Risk communication. In Learning from megadisasters: Lessons from the Great East Japan Earthquake, ed. F. Ranghieri, and M. Ishiwatari, 241–246. Washington, DC: The World Bank.
    Shaw, R., Y. Takeuchi, and K. Shiwaku. 2011. ‘“Tsunagaru”’: The essence of disaster education. In Disaster education, ed. R. Shaw, K. Shiwaku, and Y. Takeuchi, 153–162. Bingley, UK: Emerald Group Publishing Limited.
    Shaw, R., Y. Takeuchi, K. Shiwaku, G. Fernandez, Q. Gwee, and B. Yang. 2009. 1-2-3 of disaster education. Kyoto, Japan: Kyoto University.
    Shiwaku, K., and R. Shaw. 2008. Proactive co-learning: A new paradigm in disaster education. Disaster Prevention and Management International Journal 17(2): 183–198.
    Shiwaku, K., A. Sakurai, and R. Shaw. 2016. Disaster resilience of education systems: Experiences from Japan. Tokyo, Japan: Springer.
    Slovic, P. 1987. The perception of risk. Science 236(4799): 280–285.
    Tashiro, A., and R. Shaw. 2020. COVID-19 pandemic response in Japan: What is behind the initial flattening of the curve? Sustainability 12(13): Article 5250.
    Thi, M.T.T., R. Shaw, and Y. Takeuchi. 2012. Climate disaster resilience of the education sector in Thua Thien Hue province. Central Vietnam. Natural Hazards 63(2): 685–709.
    UN (United Nation). 2015. Transforming our world: The 2030 agenda for sustainable development, resolution adopted by the UN General Assembly on 25 September 2015. https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E. Accessed 17 Nov 2020.
    UN (United Nation). 2020. Policy brief: Education during COVID-19 and beyond. New York: United Nations.
    UNISDR (United Nations International Strategy for Disaster Reduction). 2015. Sendai framework for disaster risk reduction 2015–2030. Geneva: UNISDR. https://www.preventionweb.net/files/43291_sendaiframeworkfordrren.pdf. Accessed 20 Jun 2020.
    UNISDR and Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector. 2017. Comprehensive school safety. Geneva: UNISDR. https://www.preventionweb.net/files/51335_cssbooklet2017updated.pdf. Accessed 20 Jun 2020.
    UNDRR (United Nations Office for Disaster Risk Reduction). 2017a. Open-ended intergovernmental expert working group on indicators and terminology relating to disaster risk reduction and UNGA endorsement. https://www.preventionweb.net/drr-framework/open-ended-working-group/. Accessed 20 Jun 2020.
    UNDRR (United Nations Office for Disaster Risk Reduction). 2017b. Technical guidance for monitoring and reporting on progress in achieving the global targets of the Sendai framework. https://www.unisdr.org/files/54970_techguidancefdigitalhr.pdf. Accessed 20 Jun 2020.
    UNESCO (United Nations Educational, Scientific and Cultural Organization). 2019. Education for sustainable development beyond 2019. UNESCO Executive Board Two hundred and sixth session, 20 February 2019. https://unesdoc.unesco.org/ark:/48223/pf0000366797.locale=en?fbclid=IwAR2azPWljsBHoJq1cmIA16_kbpM8fDkN-P1_4YvEHoZ_wdXs3wYw0vzWdk8. Accessed 10 Oct 2020.
    UNICEF (United Nations International Children's Emergency Fund). 2020. Technical note: Protecting the children during coronavirus pandemic. https://www.unicef.org/media/65991/file/Technical%20note:%20Protection%20of%20children%20during%20the%20coronavirus%20disease%202019%20(COVID-19)%20pandemic.pdf. Accessed 20 Jun 2020.
    UNICEF and UNESCO (United Nations International Children's Emergency Fund and United Nations Educational, Scientific and Cultural Organization). 2009. Towards a learning culture of safety and resilience: Technical guidance for integrating disaster risk reduction in the school curriculum. https://unesdoc.unesco.org/ark:/48223/pf0000229336. Accessed 20 Jun 2020.
    WHO (World Health Organization). 2014. An introduction to risk communication. http://www.who.int/riskcommunication/introduction-to-risk-communication.pdf?ua=1. Accessed 20 Jun 2020.
    World Bank. 2020. The COVID-19 pandemic: Shocks to education and policy responses. https://openknowledge.worldbank.org/handle/10986/33696. Accessed 20 Jun 2020.
  • 加载中

Catalog

    通讯作者: 陈斌, bchen63@163.com
    • 1. 

      沈阳化工大学材料科学与工程学院 沈阳 110142

    1. 本站搜索
    2. 百度学术搜索
    3. 万方数据库搜索
    4. CNKI搜索

    Article Metrics

    Article views (527) PDF downloads(0) Cited by()
    Proportional views
    Related

    /

    DownLoad:  Full-Size Img  PowerPoint
    Return
    Return