Education as a Determinant of Response to Cyclone Warnings: Evidence from Coastal Zones in India

Sharma, Upasna; Patwardhan, Anand; Patt, Anthony

doi:10.5751/es-05439-180218

Cited by 24 publications

(13 citation statements)

References 11 publications

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“…Likewise, Wamsler et al (2012) establish that level of education is responsible for reducing vulnerability of households in EI Salvador and Brazil. However, this study finds a positive sign for LR, suggesting that a higher literacy rate may not necessarily lead to reduction in the number of people or villages (2008) and Sharma et al (2013) where they found that there is no significant relationship between formal education and mortality reduction, but informal education played an important role in reducing mortality due to cyclonic storms in India. The percentage of villages electrified and credit-deposit ratio in the commercial banks are related to the overall development and financial well-being of the households in a district.…”

Section: Resultsmentioning

confidence: 51%

The damages from climatic extremes in India: do disaster-specific and generic adaptation measures matter?

Bahinipati

Patnaik

2014

Environ Econ Policy Stud

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The damages due to climatic extremes have gone up over the years, particularly in developing nations like India. Disaster-specific risk reduction measures have been adopted at both individual and policy levels to reduce potential impacts. At the same time, a variety of generic adaptation activities have also been undertaken. However, there is inconclusive empirical evidence on the effectiveness of these interventions in reducing damages from climatic extremes, especially for the developing nations. This study, therefore, examines the influence of disasterspecific and generic adaptation measures in reducing the damages resulting from the climate extremes like cyclones and floods in India. A district-level analysis was carried out for the state of Odisha, India from 1999 to 2008 using fixed effects for OLS and negative binomial models. Controlling for the influence of exposure and population, three major findings emerge: (1) households and policy makers have learned from the previous disaster experiences, i.e. there is a 'learning effect', (2) the disaster risk management programme undertaken by the government has reduced the damages from climate extremes, and (3) generic adaptation interventions are helpful. Since the frequency and intensity of these events are likely to increase because of climate change, these results have policy implications in the context of reducing potential impacts now and in the foreseeable future.Electronic supplementary material The online version of this article (

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Section: Resultsmentioning

confidence: 51%

The damages from climatic extremes in India: do disaster-specific and generic adaptation measures matter?

Bahinipati

Patnaik

2014

Environ Econ Policy Stud

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“…This relocation can result from different risk perceptions, a greater awareness of the potential hazards, or greater resources, enabling them to move [6,56,57]. Also for short-term evacuations, Reference [58] show that better educated persons react most strongly to cyclone warnings and are the ones most likely to evacuate after receiving a warning.…”

Section: Empirical Evidence: Education Effects On Disaster Vulnerabilitymentioning

confidence: 99%

Education and Disaster Vulnerability in Southeast Asia: Evidence and Policy Implications

Hoffmann

Blecha²

2020

Sustainability

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This article summarizes the growing theoretical and empirical literature on the impact of education on disaster vulnerability with a focus on Southeast Asia. Education and learning can take place in different environments in more or less formalized ways. They can influence disaster vulnerability as the capacity to anticipate, cope with, resist, and recover from natural hazard in direct and indirect ways. Directly, through education and learning, individuals acquire knowledge, abilities, skills and perceptions that allow them to effectively prepare for and cope with the consequences of disaster shocks. Indirectly, education gives individuals and households access to material, informational and social resources, which can help reducing disaster vulnerability. We highlight central concepts and terminologies and discuss the different theoretical mechanisms through which education may have an impact. Supportive empirical evidence is presented and discussed with a particular focus on the role of inclusiveness in education and challenges in achieving universal access to high-quality education. Based on situation analysis and best practice cases, policy implications are derived that can inform the design and implementation of education and learning-based disaster risk reduction efforts in the region.

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“…Many studies in this Special Issue also show that the effect of education remains significant after accounting for wealth/income. Moreover, in http://www.ecologyandsociety.org/vol19/iss1/art42/ many cases, income/wealth does not have a clear tendency nor clear correlation with vulnerability reduction (KC 2013, Muttarak and Pothisiri 2013, Sharma et al 2013, Wamsler et al 2012. The protective effects of educationfrom the pre-disaster phase, during the disaster event, to the disaster aftermath -indicates that investment in public education can have a positive externality in reducing vulnerability and enhancing adaptive capacity.…”

Section: Special Issue On Education and Differential Vulnerability Tomentioning

confidence: 99%

Is Education a Key to Reducing Vulnerability to Natural Disasters and hence Unavoidable Climate Change?

Muttarak¹,

Lutz²

2014

E&S

285

148

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ABSTRACT. The collection of articles in this Special Feature is part of a larger project on "Forecasting Societies' Adaptive Capacity to Climate Change" (an Advanced Grant of the European Research Council to Wolfgang Lutz). In investigating how global change will affect population vulnerability to climate variability and extremes, the project aims to help develop strategies that enable societies to better cope with the consequences of climate change. In doing so, the basic hypothesis being tested is that societies can develop the most effective long-term defense against the dangers of climate change by strengthening human capacity, primarily through education. Education can directly influence risk perception, skills and knowledge and indirectly reduce poverty, improve health and promote access to information and resources. Hence, when facing natural hazards or climate risks, educated individuals, households and societies are assumed to be more empowered and more adaptive in their response to, preparation for, and recovery from disasters. Indeed the findings from eleven original empirical studies set in diverse geographic, socioeconomic, cultural and hazard contexts provide consistent and robust evidence on the positive impact of formal education on vulnerability reduction. Highly educated individuals and societies are reported to have better preparedness and response to the disasters, suffered lower negative impacts, and are able to recover faster. This suggests that public investment in empowering people and enhancing human capacity through education can have a positive externality in reducing vulnerability and strengthening adaptive capacity amidst the challenges of a changing climate.

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Education as a Determinant of Response to Cyclone Warnings: Evidence from Coastal Zones in India

Cited by 24 publications

References 11 publications

The damages from climatic extremes in India: do disaster-specific and generic adaptation measures matter?

The damages from climatic extremes in India: do disaster-specific and generic adaptation measures matter?

Education and Disaster Vulnerability in Southeast Asia: Evidence and Policy Implications

Is Education a Key to Reducing Vulnerability to Natural Disasters and hence Unavoidable Climate Change?

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