Education for Disaster Risk Reduction (DRR): Linking Theory with Practice in Ghana’s Basic Schools

Abstract

Current understanding of disaster risk reduction (DRR) concurs that, when provided the right education, children have the potential to reduce their own vulnerability and the vulnerability of others in their community. What, then, comprises the right education for DRR? Research has established the need for disaster education to address the causes and effects, prevention and response, and management and recovery from disaster events. The educational process must include diverse and practical techniques that reinforce disaster knowledge and builds a culture of safety and resilience amongst students. Drawing on syllabus content analysis and field research in two rural communities in semi-arid Northern Ghana, this study explored the presence and nature of DRR within the syllabi of the basic school system. By comparing the result of the content analysis with results from interviews and questionnaires completed by teachers and students, significant gaps were identified between the disaster pedagogy outlined in the syllabi (theory) and that which occurs in the classroom (practice). It was realized that while the theory outlines active and innovative techniques for teaching, learning, and evaluating DRR lessons, various challenges hinder the practical application of these techniques in the classroom. The study concludes that a lack

Traditional and Local Knowledge Practices for Disaster Risk Reduction in Northern Ghana

“…Most of the inhabitants of Northern Ghana that live in rural areas rely on local ecosystems for their livelihoods. Rain-fed agriculture and livestock rearing are the main occupations of the populations in these regions [26].…”

Strategies for disaster risk reduction education: A systematic review

“…Needs assessment is used to study knowledge, ability, interest, or attitude of involving audience or group to design effective educational programs. Need assessment for DRR education includes the following steps: 1 – preliminary assessment of current DRR programs and researches;[ 12 ] 2 – hazard and risk mapping;[ 1 20 21 22 ] 3 – hazard prioritization; 4 – assessing the disaster vulnerability, exposure, and resiliency and their priorities;[ 1 14 20 ] 5 – determining the target group and their strengths, weaknesses and capacity, and appropriate educational time and tools for each group. [ 22 23 24 ] These steps are proposed and confirmed by Shadel and Vangeest study, which was used a questionnaire survey, a self-administered mail, and focus group for educational needs assessment.…”

“…[ 29 ] In DRR planning process; political, physical, economic, social, and religious situation, age, gender, job, needs, priorities, awareness, knowledge, experience, capabilities, perception, understanding of individuals, and setting of people must be considered. [ 1 4 21 22 ] Giangreco et al . suggested a different educational planning for disabled students and children to be added.…”

“…In recent century due to human alteration of nature, people around the world have become more and more vulnerable to numerous types of hazards and disasters. [ 1 ] Disasters can occur anywhere and at any time and overwhelms the capability of existing resources to cope with. [ 2 3 ] In the last decade (2006–2015), 6270 disasters have been recorded in five continents resulting in 8,197,666 deaths, 70,597 casualties, and 1,989,866,263,000 dollars economic damage.…”

“…[ 4 5 ] Although these events lead to some extensive human, material, economic or environmental losses and impacts, appropriate disaster mitigation and risk reduction activities could reduce the effects of them. [ 1 6 7 8 ] Modern approach to disaster management is disaster risk management which focuses on mitigation and risk reduction. [ 6 7 8 ] Disaster risk is a product of the interaction of hazard and the vulnerability conditions of the society or elements exposed.…”