The Inclusion of Disaster Risk Reducation in Classroom and Extra-Curricular Activities: A Case of Rural Balochistan, Pakistan

Khadija Jaffar; Amjad   Reba; Hazri  Jamil; Seema  Azeem; Muhammad Iqbal Khan

doi:10.32890/mjli2024.21.1.5

Authors

Khadija Jaffar Department of Education, Faculty of Social Science, Balochistan University of Information Technology and Management Sciences, Pakistan
Amjad Reba University of Peshawar, Pakistan
Hazri Jamil School of Educational Studies, Universiti Sains Malaysia, Malaysia
Seema Azeem Department of Education, Faculty of Social Science, Balochistan University of Information Technology and Management Sciences, Pakistan
Muhammad Iqbal Khan Postgraduate Medical Institute Quetta (PGMIQ), University of Balochistan, Pakistan

DOI:

https://doi.org/10.32890/mjli2024.21.1.5

Keywords:

Teaching DRR, DRR integrated Learning, Disaster, Learning through Extra-Curricular activities

Abstract

Purpose – Balochistan, which makes up roughly 44 percent of Pakistan’s total land area, is home to 6 percent of the nation’s inhabitants. Due to long distances and low population density, service delivery is particularly challenging. The province’s educational services are impacted by natural disasters like earthquakes, floods, droughts, and migration. Disaster risk reduction is a widely recognized concept that emphasizes appropriate education to lower an individual’s personal, familial, and communal vulnerability. The role of the school is crucial in Disaster Risk Reducation (DRR) education. As a result, the study’s goal was to explore the approaches adopted for the inclusion of DDR through teaching in classroom and school activities.

Methodology – A focus group discussion with three groups of Pakistan studies and Geography teachers was conducted that consisted
of 10 male and 14 female members.

Findings – Findings demonstrate that the current textbook continues to teach students less about disaster risk reduction; teachers include knowledge from their personal experience in planning lessons about DRR. School assemblies, child clubs and activities designed by school management, and social organizations play a prominent role in DRR education. Further, the role of teachers and school management was identified in psycho-social support during disasters and pandemics.

Significance – The study concludes that in addition to extracurricular activities and the teacher’s role, prior disaster experience, school, and social organization played a significant role in DRR education in rural Balochistan. The study results will assist curriculum
developers, policymakers, and education leadership in developing more effective school disaster management plans. The results will
also clarify how schools and teachers can close the knowledge gap in disaster preparedness education. Organizations working on disaster risk education and education in emergencies will also benefit from additional research to respond to the need readily and effectively.

Author Biographies

Khadija Jaffar, Department of Education, Faculty of Social Science, Balochistan University of Information Technology and Management Sciences

Khadija Is a Ph.D. Scholor from University of Peshawer, Pakistan.Appointed as Lecturer in Balochistan University of Information Technology and Management Sciences (BUITMS). Currentely , working as Visiting Resercher at USM Malaysia.
Amjad Reba , University of Peshawar

Working as Assistant Professor in University of Peshawer , KPK Pakistan
Hazri Jamil , School of Educational Studies, Universiti Sains Malaysia

Professor at School Of Educational Studies, USM, Penang.
Seema Azeem, Department of Education, Faculty of Social Science, Balochistan University of Information Technology and Management Sciences

Lecturer at BUITMS

References

Aperribai, L., Cortabarria, L., Aguirre, T., Verche, E., & Borges, Á. (2020). Teacher’s physical activity and mental health during lockdown due to the COVID-19 pandemic. Frontiers in Psychology, 11, 577886.

Artvinli, E. (2010). Teaching styles of geography teachers. Electronic Journal of Social Sciences, 9(33), 387-408. Árvai, J. (2014). The end of risk communication as we know it. Journal of Risk Research, 17(10), 1245-1249.

Astuti, N. M. W., Werdhiana, I. K., & Wahyono, U. (2021). Impacts of direct disaster experience on teachers’ knowledge, attitudes and perceptions of disaster risk reduction curriculum implementation in Central Sulawesi, Indonesia. International Journal of Disaster Risk Reduction, 53, 101992.

Bacus, R. C., & Alda, R. C. (2022). Senior high school teaching: A phenomenological inquiry. Malaysian Journal of Learning and Instruction, 19(1), 243-276.

Bahadori, M., Khankeh, H. R., Zaboli, R., & Malmir, I. (2015). Coordination in disaster: A narrative review. International Journal of Medical Reviews, 2(2), 273-281. Ö., Akbulut, Ö. F., & Zafer, R. (2020). COVID-19 pandemisinde problemli internet kullanımı: Bir nitel araştırma. Kırşehir Ahi Evran Üniversitesi Sağlık Bilimleri Dergisi, 1(3), 126-140.

Beames, J. R., Christensen, H., & Werner-Seidler, A. (2021). School teachers: The forgotten frontline workers of COVID-19. Australasian Psychiatry, 29(4), 420-422.

Bosschaart, A., van der Schee, J., Kuiper, W., & Schoonenboom, J. (2016). Evaluating a flood-risk education program in the Netherlands. Studies in Educational Evaluation, 50, 53-61.

Cabilao-Valencia, M. I., Ali, M., Maryani, E., & Supriatna, N. (2019). Integration of disaster risk reduction in the curriculum of Philippine educational institution. 3rd Asian Education Symposium (AES 2018),

Collymore, J. (2011). Disaster management in the Caribbean: Perspectives on institutional capacity reform and development. Environmental Hazards, 10(1), 6-22.

Dolu, G. (2021). Are science education students sufficiently aware of” COVID-19”? International Online Journal of Educational Sciences, 13(3).

Ecolin-Campilla, M. (2016). Disaster risk reduction management practices of school managers. Third Asia Pacific Conference on Advanced Research.

Eslamian, S., Eslamian, F., & Frameworks, N. (2021). Handbook of disaster risk reduction for resilience. Springer.

Faber, M. H., Giuliani, L., Revez, A., Jayasena, S., Sparf, J., & Mendez, J. M. (2014). Interdisciplinary approach to disaster resilience education and research. Procedia Economics and Finance, 18, 601-609.

Guo, Y., & Li, Y. (2016). Getting ready for mega disasters: The role of experience in changing disaster consciousness. Disaster Prevention and Management, 25(4), 492-505.

Hanifah, M., Mohmadisa, H., Yazid, S., Nasir, N., & Balkhis, N. S. (2019). Professional and pedagogical competencies of geography teachers in Malaysia. Review of International Geographical Education Online, 9(2), 304-318.

Herreid, C. F., Schiller, N. A., Herreid, K. F., & Wright, C. (2011). In case you are interested: Results of a survey of case study teachers. Journal of College Science Teaching, 40(4), 76.

Hobbins, J. (2021). Collective memories and professional ideals: Teachers’ experiences of a disaster. International Journal of Disaster Risk Reduction, 64, 102479.

Hofmeyer, A. T., & Scott, C. M. (2007). Moral geography of focus groups with participants who have preexisting relationships in the workplace. International Journal of Qualitative Methods, 6(2), 69-79.

Isaacs, W., Duma, S., & Mayers, P. (2013). Registered nurses’ role in diagnosing childhood tuberculosis in South Africa. Africa Journal of Nursing and Midwifery, 15(1), 42-53.

Krueger, R. A. (2014). Focus groups: A practical guide for applied research. Sage publications.

Lamina, O. G. (2017). School-community cooperation in natural disaster education and preparedness in Barangay Dolores, Taytay, Rizal, Philippines. Higher Education Forum,

Lassa, J. A. (2013). Disaster policy change in Indonesia 1930–2010: From government to governance? International Journal of Mass Emergencies & Disasters, 31(2), 130-159.

Lazarus, P. J., Jimerson, S. R., & Brock, S. E. (2003). Helping children after a natural disaster: Information for parents and teachers. National Association of School Psychologists, 1, 1-10.

Le Brocque, R., De Young, A., Montague, G., Pocock, S., March, S., Triggell, N., Rabaa, C., & Kenardy, J. (2017). Schools and natural disaster recovery: The unique and vital role that teachers and education professionals play in ensuring the mental health of students following natural disasters. Journal of Psychologists and Counsellors in Schools, 27(1), 1-23.

Lindell, M. K., & Prater, C. S. (2000). Household adoption of seismic hazard adjustments: A comparison of residents in two states. International Journal of Mass Emergencies & Disasters, 18(2), 317-338.

Maskrey, A. (2019). From exogenous disasters to endogenous risk: Why the Hyogo framework for action failed to protect development from itself. University of Northumbria at Newcastle (United Kingdom).

Mutch, C. (2014). The role of schools in disaster preparedness, response and recovery: What can we learn from the literature? Pastoral Care in Education, 32(1), 5-22.

Muttarak, R., & Lutz, W. (2014). Is education a key to reducing vulnerability to natural disasters and hence unavoidable climate change? Ecology and Society, 19(1).

Muzenda-Mudavanhu, C., Manyena, B., & Collins, A. E. (2016). Disaster risk reduction knowledge among children in Muzarabani District, Zimbabwe. Natural Hazards, 84, 911-931.

Nabe-Nielsen, K., Fuglsang, N. V., Larsen, I., & Nilsson, C. J. (2021). COVID-19 risk management and emotional reactions to COVID-19 among school teachers in Denmark: Results from the CLASS study. Journal of Occupational and Environmental Medicine, 63(5), 357.

Naheed, S. (2021). Understanding disaster risk reduction risk reduction and resilience: A Conceptual frameworks. In Handbook of disaster risk reduction for resilience: New frameworks for building resilience to disasters (pp. 1-25). Springer.

Nakano, G., & Yamori, K. (2021). Disaster risk reduction education that enhances the proactive attitudes of learners: A bridge between knowledge and behavior. International Journal of Disaster Risk Reduction, 66, 102620.

Nonaka, I., & Nishiguchi, T. (2001). Knowledge emergence: Social, technical, and evolutionary dimensions of knowledge creation. Oxford University Press.

Petal, M., & Izadkhah, Y. O. (2008). Concept note: Formal and informal education for disaster risk reduction. Proceedings of the International Conference on School Safety, Islamabad, Pakistan,

PITE. (2021). Progress Report [Progress Report]. G. o. Baluchistan. http://www.emis.gob.pk/website/PITE.aspx

Ramalho, J. (2019). Empowerment in the era of resilience-building: Gendered participation in community-based (Disaster) risk management in the Philippines. International Development Planning Review, 41(2), 129-148.

Rambau, T. S., Beukes, L. D., & Fraser, W. (2012). Disaster Risk Reduction through school learners’ awareness and preparedness. Jàmbá: Journal of Disaster Risk Studies, 4(1), 1-11.

Ranse, K., Yates, P., & Coyer, F. (2012). End-of-life care in the intensive care setting: A descriptive exploratory qualitative study of nurses’ beliefs and practices. Australian Critical Care, 25(1), 4-12.

Seddighi, H., Yousefzadeh, S., López, M. L., Sajjadi, H., Vameghi, M., Rafiey, H., & Khankeh, H. (2022). Disaster risk reduction in Iranian primary and secondary school textbooks: A content analysis. Disaster Medicine and Public Health Preparedness, 16(4), 1503-1511.

Shah, A. A., Gong, Z., Pal, I., Sun, R., Ullah, W., & Wani, G. F. (2020). Disaster risk management insight on school emergency preparedness–a case study of Khyber Pakhtunkhwa, Pakistan. International Journal of Disaster Risk Reduction, 51, 101805.

Shaw, R. (2014). 37th WEDC International Conference, Hanoi, Vietnam, 2014 Sustainable Water and Sanitation Services.

Shaw, R., Takeuchi, Y., & Rouhban, B. (2009). Education, capacity building and public awareness for disaster reduction. Landslides–Disaster Risk Reduction, 499-515.

Shiwaku, K., & Fernandez, G. (2011). Roles of school in disaster education. In Disaster Education (Vol. 7, pp. 45-75). Emerald Group Publishing Limited.

Takahashi, K., Kodama, M., Gregorio Jr, E. R., Tomokawa, S., Asakura, T., Waikagul, J., & Kobayashi, J. (2015). School Health: An essential strategy in promoting community resilience and preparedness for natural disasters. Global Health Action, 8(1), 29106.

Toyoda, Y., Muranaka, A., Kim, D., & Kanegae, H. (2021). Framework for utilizing disaster learning tools classified by real and virtual aspects of community space and social networks: Application to community-based disaster risk reduction and school disaster education on earthquakes in Japan for during-and post-COVID-19 periods. Progress in Disaster Science, 12, 100210.

Utaberta, N., & Asif, N. (2017). Mosques as emergency shelters in disaster prone regions. Pertanika Journal of Social Sciences & Humanities.

Wachinger, G., Renn, O., Begg, C., & Kuhlicke, C. (2013). The risk perception paradox—implications for governance and communication of natural hazards. Risk Analysis, 33(6), 1049-1065.

Wang, J.-J. (2016). Study on the context of school-based disaster management. International Journal of Disaster Risk Reduction, 19, 224-234.

Xie, H., Filippidis, L., Galea, E. R., Blackshields, D., & Lawrence, P. J. (2012). Experimental analysis of the effectiveness of emergency signage and its implementation in evacuation simulation. Fire and Materials, 36(5-6), 367-382.