Disaster Risk Reduction Education Theory to Practice: A Case Study from Nepal

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dc.contributor.advisor Mutch, C en
dc.contributor.advisor Shah, R en
dc.contributor.author Pant, Yagya Raj en
dc.date.accessioned 2020-01-17T00:35:14Z en
dc.date.issued 2019 en
dc.identifier.uri http://hdl.handle.net/2292/49676 en
dc.description.abstract The frequency of disasters in the world has been increasing every year. Disasters are the result of natural hazards that have social repercussions and impacts, especially on people living with poverty and marginalisation. Nepal is a socially diversified, multi-disaster-prone country, therefore the value and importance of disaster risk reduction (DRR) education is pivotal in reducing disaster vulnerability and losses. In the case of Nepal, the consequences of the 2015 earthquake and other recurrent small-scale disasters on the education system and communities suggest that attempts to support DRR education were largely insufficient, and unsuccessful in reducing social vulnerability and disaster risks. Using a sociological disciplinary framework, this thesis aims to understand DRR education provision and practices in school curricula in addressing the common disasters and the recovery as perceived and experienced by relevant stakeholders. This thesis presents the argument that education governance plays a crucial role in developing and implementing DRR education interventions while addressing social vulnerability and disaster risks. It focuses on how well the existing provisions and practices of DRR are supportive in raising individual and community resilience to natural disasters. This study is based on a case study approach, utilizing semi-structured interviews, focus groups and document analysis as methods of investigation and data collection. Three public schools from the Bhaktapur district were selected for the study. A thematic analysis method was used to analyse the data. Building on previous studies, a new approach to DRR education was developed which suggests that governance, participation, relevant and organised content, and effective delivery are the major components of planning and implementing effective DRR education provisions in addressing social vulnerability and disaster risks. This study explores the crucial role that accessibility and availability of relevant, contextualised DRR education play in addressing local disaster issues in a sustainable manner. This study also identifies the pluri-scalar nature of governance in education and other systems, and the need for collaborative actions between various actors for effective DRR interventions to address the social issues of disasters in the country. It also explores the need for proactive roles of schools and communities in implementing DRR policies and procedures and for capacity development interventions to sustain DRR education. These key findings and recommendations may well be applicable beyond Nepal, and may resonate with other developing and developed countries. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof PhD Thesis - University of Auckland en
dc.relation.isreferencedby UoA99265207413602091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Disaster Risk Reduction Education Theory to Practice: A Case Study from Nepal en
dc.type Thesis en
thesis.degree.discipline Education en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Doctoral en
thesis.degree.name PhD en
dc.rights.holder Copyright: The author en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.elements-id 792365 en
pubs.org-id Campus Life en
pubs.org-id Early Childhood Centres en
pubs.record-created-at-source-date 2020-01-17 en


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