5 Legal Basis for School Disaster Risk Reduction Management
In this study, a large number of articles (40%) revealed that the best approach to training DRR is to integrate disaster reduction education into school curricula. [1,19,20,22,34,35] Some research has confirmed this because it has concluded that children are the most vulnerable groups in past disasters because of their physical breakability, emotional care needs, and dependence on others for decision-making. [36,37] This study suggested certain activities and the direct participation of students in DRR actions. [1,20,38] This is consistent with other studies such as Squire. [39] Some of the work in this study has focused on the integration of DRR programmes into higher education. [1,19,20,22] The use of mass media capacities (social networks and media) due to high-risk communication is another new educational approach to DRR. By interacting with these social media, community leaders and disaster managers have the potential to improve health outcomes by optimizing communication at every stage of the disaster. Social networks and media, despite many advantages, have some disadvantages, such as sharing invalid information, so controlling the content of sharing information helps to carry out profitable and efficient DRR activities. [40] Based on the 33.4% of documents, an integrated Community disaster management programme and the coordination, cooperation and cooperation of organisations involved in disasters are a necessity, as poor coordination would lead to conflicts, waste resources and waste of time, personnel and property. [19,20,21,22,34] Laws and prosecutions in this regard to get communities and organizations to adopt and enforce laws, as well as the activities of local, regional, national and international funds are another necessity. [13] Of the five provinces studied, Xayaboury Province was successful in implementing DRR policies through strong leadership, ownership and coordination.
The representative of the provincial DMC said: “Our chief strongly supports us by establishing the regulations with clear and delineated tasks for each sector. These regulations were approved by the provincial governors. We also have an emergency fund from contributions from government employees, the private sector, business owners and the community. Each sector has been allocated DRR areas to promote its responsibility and ownership at the district level. In addition, a fire simulation exercise was conducted at the school and in the community. Firefighting equipment has been installed in the government office, hospital, factory, company, guest house and some homes in the province. In addition, the training of firefighters was supported by the Hongsa Thermal Power Company. Gas stations and local business owners have donated fuel and money to the Hongsa Fire Department to support their operations. In the education sector, DRR simulation exercises have been carried out in some schools. The Child Club was founded for several purposes, including funding DRR. Members of the Child Club include selected elementary and secondary school students. Once these students have been trained in DRR activities, they perform DRR activities in the community, such as: creating posters, risk maps, and evacuation plans.
Through these activities, Xayaboury Province received a Southeast Asia School Safety Champion Award in February 2017 from the Association of Southeast Asian Nations (ASEAN) Socio-Cultural Community. The observation was based on a checklist developed from the same studies [22, 23]. It aimed to determine the state of disaster management at the school level, such as the presence of an emergency assembly point and its accessibility, courses to reduce disaster risks, fire simulation exercises, fire protection equipment, circuit breakers, water terminals in the school, water resources for firefighting and the elimination of fire hazards such as landfill from the school building, the cafeteria or restaurant. Xayaboury province overcame financial constraints by establishing a disaster relief fund, which was approved by the provincial governor. This fund was based on the contribution standards of government, non-governmental organizations, business and the community with a target budget of $60,000 per year. At the school level, there was financial support from parents not only for DRR, but also for other activities. As one school principal put it: “We also received financial support from the students` parents, as agreed at community and school meetings. For this year, we received 50,000 Kip ($8.5) per student. Over the past 10 years, the concept of DRR has not been taught to the public and has not placed sufficient emphasis on sector-based management. An education crisis could be the end result of the impact of a disaster on the education sector. Statistics have shown that a significant number of children who spend a lot of time out of school after a disaster never return to school. While reinvestment is a difficult task, it is crucial that significant steps be taken to ensure the return of these children to the classroom.
This study is a systematic review of publications and grey literature on DRR training strategies. The last search was carried out in December 2016. Relevant articles and submissions published between January 1, 2000 and December 31, 2016 have been extracted. International databases such as PubMed, Scopus, ProQuest, Web of Science, Sciencedirect, Ovid and Google scholar as well as Iranian national databases such as Scientific Information Database, Magiran and Irandoc were searched with the keywords disaster, education, strategy and risk reduction. Authors of the included studies were also contacted if necessary. The search was limited to title, abstract and keywords, and the search topics were combined with the Boolean operator “AND” and “OR”. In most cases after a disaster, the focus is often on basic needs such as food, shelter and clean water. Schools are often overlooked and receive little attention over time. Vanaspongse C, Ratanechena S, Rattanapan J, Chuthong S, Intraraksa R. Training Manual: Child-Led DRR in Schools and Communities.
2007. resourcecentre.savethechildren.net/sites/default/files/documents/2727.pdf. Retrieved 6 November 2018. The policy was disseminated through dissemination meetings, trainings, workshops and media, including a television programme, radio and newspapers, seasonal notifications through sound systems and village leaflets, school activities and community visits. These dissemination activities were carried out in urban communities, but only in a few rural communities. In addition, there is no specific budget for dissemination activities in all areas. There were two limitations that could have affected the results of the study. First, some of the key informants were renamed, which may have provided a limited description of the situation of their organizations or schools. Second, the schools in the study were pre-screened by the district DMC, which could have led to bias. Since this study selected schools with fire experience, this may have helped to overestimate the level of school fire preparedness and students` knowledge. For example, a study conducted in the United States showed that those who experienced a disaster were more likely to be better prepared for disasters [53]. Based on previous studies on fire emergency preparedness in schools in Tanzania and Kenya, a questionnaire was developed [22, 23].
The questionnaire consists of five points for fire prevention and seven points for firefighting. The questionnaire was translated into Lao and pre-tested on students in one school. The questions have been amended accordingly. The researchers introduced the participants to the survey. Students and their guardians were asked to give their consent or consent. Those who agreed to participate were asked to complete the questionnaire. Needs analysis is used to examine knowledge, skills, interests or attitudes in order to engage the public or group in the design of effective educational programs. The DRR training needs assessment consists of the following steps: 1 – preliminary evaluation of ongoing DRR programs and research; [12] 2 – Hazard and Risk Mapping; [1,20,21,22] 3 – Hazard Prioritization; 4 – Assessment of the vulnerability, exposure and resilience of disasters and their priorities; [1,14,20] 5 – Identify the target group and its strengths, weaknesses and skills, as well as the appropriate training time and tools for each group. [22,23,24] These steps are proposed and confirmed by the Shadel and Vangeest study, which used a questionnaire survey, a self-directed email and a focus group to assess educational needs.
[25,26] One study highlighted the age of the participant, while this study did not indicate this, while there are different educational needs for different age groups. [27] The lack of competent human resources was also identified as a major obstacle.
