Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides an overview on the existing literature and studies related to

Disaster Risk Reduction Management which was taken from books, magazines, newspapers ,

theses and other sources that enriched the researchers’ background on the inquiry.

Related Literature

Disaster Risk Reduction (DRR), referring to the process of understanding, analysing and

managing the causes and origins of disasters and the risks that accumulate and lead to disasters

Wisner, B., Gaillard, J., & Kelman, I. (2012). In 1990, only experts and practitioners were

involved in the understanding and implementing of Disaster Risk Reduction (DRR) by the

United Nations International Decade for Natural Disaster Reduction (IDNDR). At the early

phase of Disaster Risk Reduction (DRR), there were difficulties to find any participation of

social aspects. There was least government’s involvement in the programme or disaster policy

that targeted at reducing the risk and vulnerability to natural hazards in the year of 1999.

Following by many tragic disasters in the next 10 years, governments start to rapidly focus to

DRR.

In 2005, the United Nations International Strategy for Disaster Reduction (UNISDR)

created the Hyogo Framework for Action (HFA) 2005–2015: ‘Building the Resilience of Nations

and Communities’, which recommend the execution of DRR must include an organized planning

and evaluation for succeeding the DRR activities. Malaysia adopted the HFA (2005-2015)

together with another 167 countries in order to enhance the nation’s awareness and also build the

disaster resilience. After the 10 years of HFA, the Sendai Framework for Disaster Risk
Reduction 2015-2030 (SFDRR), was adopted by Malaysia and also 187 countries during the

World Conference on Disaster Risk Reduction (DRR) in Sendai, Japan on 18 March 2015.

When come to the Disaster Risk Reduction (DRR) in education, this is a crucial aspect in

all of the country around the world to build resilience to disasters. According to World

Meteorological Organization (WHO, 2009), over the past five decades, nine out of ten natural

disasters around the world are directly or indirectly related to the extreme weather and climate

change. In the post-2015 framework for DRR, the important of education and awareness-raising

program have been agreed as the top priorities in the policy of disaster (Salvano, 2015). The

educational and awareness-raising efforts have to be responsibility of everyone rather than

implemented and promoted by governments and media agencies only.

Education is identified under the Hyogo Framework for action (HFA), as a crucial

element to mitigate the impact of natural disasters. Petal (2009) pointed that, in order to reduce

the vulnerability of children to disaster and withstand natural hazards, DRR education is an

important sector that must be well initiate in the developing countries. Adequate and sufficient

attention must be applied to DRR education to enhance the sustainability in society [14]. The

United Nations Children's Fund (UNICEF) is working hard to ensure the safety of school

building and facilities in the disaster-prone area. DRR activities are also included and promoted

into the school education system in order to raise the awareness and preparedness among

students and teachers.

Substantial efforts have been made to integrate DRR in the education sector (Ronan,

2014). This was especially the case since the global campaign on “Disaster Risk Reduction

Begins at School” led by UNISDR (2015b).For example, an online database in Prevention Web

(2015) holds more than 2,000 items on disaster education including playbooks, training modules,
guidelines, and teaching materials targeting a variety of audiences including children, teachers,

facilitators, and government officials in various languages. In the 2013 Global Assessment

Report, 72% of reporting countries specified that DRR had been integrated in their national

education curriculum (Ronan, 2014). It was also noted that, despite capacity and resource

limitation, progress has been made in integrating DRR education at the institutional level (ibid).

Even though there is a bulk of education materials and many efforts are being done to

promote disaster education in schools, there seems to be a lack of comprehensive and systematic

evaluation on the outcomes and impacts of these programs (Ronan, 2014; UNESCO & UNICEF,

2012). Most studies evaluating DRR education are of a one-off, ad-hoc nature conducted by

NGOs or academia rather than led by the government agencies (Johnson et al., 2014b; Ronan,

2014).

Post disaster assessment reports showed that when disaster strikes, significant numbers of

schools are often damaged, and books and education records are lost or destroyed decreasing the

quality of services for the children (International Recovery Platform, 2014; Sinclair, 2001). A

further issue in this context is that if buildings are not damaged, schools will often serve as

temporary shelters for displaced people where they remain until they can go back safely back to

their settlements, thus further complicating educational continuity (Sinclair, 2001). Children who

are displaced by disaster and consequently miss schooling, experience academic setbacks and

show signs of withdrawal (Johnson & Ronan, 2014; Pane et al., 2008; Redlener et al., 2010).

In general, children are regarded as a broad vulnerable group and often combined with

women, the disabled, and elderly, and sometimes indigenous people in the DRR policy and

strategy documents at the global to local levels (Mitchell, P. & Borchard, 2014; Peek, 2008). If

we use this broad paradigm, looking at every child the same way, we fail to take into account
what makes a child vulnerable and what they are vulnerable to. Most importantly, children are

not gender neutral and boys and girls have different capacities and vulnerabilities (Haynes et al.,

2010; Plan International, 2011).

Molina et al. (2009) conducted action research in the Philippines on the application of

childfriendly tools and described the key steps to using them. The tools were effective in

capturing unique perspectives of children compared with adults (see also Seballos & Tanner,

2009; Tanner et al., 2009). For example, the children identified non-environmentally friendly

livelihood practices, poor waste management, social hazards (gambling, drugs, and community

conflict), health and disease, and global environmental problems. These hazards were not

identified by adults, especially men (Tanner et al., 2009). Some of these tools were later

documented in Plan International’s CCDRR toolkit (2010a).

However, Johnson et al. (2014b) conducted an overview of research in this field which

included a broad and systematic review of 35 studies that evaluated DRR education for children.

Johnson et al. (2014b) identified that DRR education has provided positive outcomes for

children, in relation to preparedness. For example, a series of correlational and quasi-

experimental studies on DRR education in New Zealand identified that children who had been

exposed to a DRR education program had better knowledge, reduced levels of hazard-related

fears, and more stable risk-perceptions (Finnis et al., 2010; Ronan et al., 2010; Ronan &

Johnston, 2001, 2003; Ronan et al., 2001).

Shaw et al. (2004) draws the same conclusion that DRR education in schools can provide

benefits to children, noting as well that self-learning and education induced from family and

community also play an important part in enhancing disaster preparedness behaviour and

practices. Other studies have also investigated the link between DRR education programs with
preparedness at homes (Finnis et al., 2010; Ronan et al., 2010; Ronan et al., 2012). These studies

found that adjustments for better preparedness were made, however, the level of adjustments

were minor.

Based on focus group discussions with New Zealand teachers, Johnson et al. (2014c)

identified eight facilitating and eight deterrent factors that influence teachers to use DRR

education material. These findings reinforce previous studies identifying factors that influence

the implementation of DRR education, which are: the quality of DRR education materials,

availability of teaching aids (e.g. videos and brochures), time constraints, engagement with

subject matter experts, and exposure to previous disasters (Falkiner, 2003); the use of interactive

teaching aids (e.g. glove puppets and songs), interactive learning methodology (i.e. role playing),

teachers’ training, regular practice through drills and workshops among teachers (Izadkhah &

Heshmati, 2007); involvement of subject matter experts, quality of materials, and involvement of

community and student’s family were influencing the outcomes of DRR education (Shiwaku et

al., 2007); and integration with other subjects in the curriculum and practicing drills regularly

(Johnston, David et al., 2011)

Related Studies
Kethsana Kanyasan, et.,al. (2018).”Implementation of disaster risk reduction and management
policies in a school setting in Lao PDR: a case study” Methods: A case study was conducted in Vientiane
and five provinces in 2017. Key informant interviews were conducted among 52 policy implementers
from the Disaster Management Committee (DMC), the education, and fire service sectors at national,
provincial, district and school levels. Observations were done among eight secondary schools, and
questionnaires were answered by 869 grade 7 students. Interview transcripts underwent content
analysis using the 12 influential components of successful policy implementation and the 3 pillars of
comprehensive school safety framework. The level of student knowledge on fire prevention and
response was examined. Results: Three themes emerged: policy content and dissemination, factors
which affect policy implementation, and impacts of policy implementation facilitating factors include
effective coordination and ownership among the national DMC members for scaling up disaster risk
reduction (DRR) activities, and strong support from the central government. Barriers include unclear
provisions in the national legislation, unclear mandates especially on leading the program, poor
monitoring system, insufficient human resources, and lack of public-private partnerships. All the study
schools conducted DRR classes and designated a disaster assembly point. More than 80% of the
students correctly answered items on fire response
Aileen A. Villanueva and Paquito M. Villanueva. Jr.(2017).Natural disasters like typhoons and
earthquakes are now frequently occurring in the country. The Philippine government had increased its
efforts to implement the disaster risk reduction management (DRRM) program as its answer to the
frequent occurrence. This paper gives an overview of the Awareness and Disaster Preparedness of the
Barangay Disaster Risk Reduction and Management Committees (BDRRMCs) of Laur, Nueva Ecija,
Philippines. It focused on the flood and landslideprone barangays of Laur, Nueva Ecija. The study used
the Goal Model of Organizational Theory to measure the awareness of BDRRMCs. The awareness of
BDRRMCs was measured against the goals and objectives of Republic Act 10121 also known as
Philippines Disaster Risk Reduction and Management (DRRM) Act. The study used as a research tool the
Checklist of Disaster Preparedness divided into four thematic areas namely; a) Disaster Prevention and
Mitigation, b) Disaster Preparedness, c) Disaster Response, and d) Disaster Rehabilitation and Recovery.
The study showed the need for periodic evaluation of the effectiveness of Barangay Disaster Risk
Reduction and Management Committees (DRRMCs) and to set the standard of performance not only for
the purpose of policy evaluation but also for measuring community involvement in disaster risk
reduction. Results showed that BDRRMCs will be most effective if they are performing their functions
and as prescribed by law, they should give priorities to all thematic areas, especially prevention and
mitigation, and disaster preparedness to achieve the goals and objectives of RA 10121.

Priyesh Marskole et.al., (2018) “A

study to assess awareness on disaster
management among school going children in Gwalior (M.P.)”.
It was an educational interventional design with an exploratory research approach adopting non-probability
purposive sampling technique. Kendriya vidhyalaya no: 4 affiliated to CBSE was randomly selected, which is
situated in mid of the Gwalior town. Survey method was employed, on 110 participants aged between 12 and 16
years using a pre-tested semi structured questionnaire data sheet. The outcome revealed that out of 110 students
87.2% (before intervention) and 98.2% (after intervention) had knowledge of disaster management. These findings
emphasize that the extent of knowledge is not yet satisfactory and there is a severe need of providing knowledge to
the school children. Disaster management can be compulsorily included in academic curriculum of all the students.
Effective, purposeful training and awareness programmes are to be timely conducted.

Challenges in implementing disaster

Avianto Amri, B. Eng (2015)
risk reduction education: Views from the frontline in
Indonesia. This study identified seven key issues on the implementation of DRR education
in Indonesian schools based on the perspectives of children, school personnel and child-focused
NGOs. The key issues were further analysed with the inputs from the literature review and specific
recommendations made to assist teachers to improve DRR education in Indonesia. This research
also demonstrates that children want to have written preparedness plans and
be involved in the process. This perspective is in line with the teachers’ perspectives as they
consider children should be involved in developing preparedness plans for their homes and
school.
Faizatul Akmar Abdul Nifa et.al., (2016) A Study on Awareness of Disaster Risk Reduction
(DRR) Among University Students: The Case of PETRONAS Residential Hall students. This
study focusses on the level of knowledge on Disaster Risk Reduction (DRR) among PETRONAS students in order to
increase the understanding regarding DRR and explore a method to come out with a suitable program that can
enhance the awareness of DRR in UUM. Data gathered from 235 DPP PETRONAS students from different college
via a questionnaire survey and the result is test by SPSS v.24 statistical technique. The reliability analysis revealed
that there was significant among 14 items which has been test, Cronbach’s Alpha = 0.834. Since this is a preliminary
study on awareness of DRR among students in DPP PETRONAS, further research can be done within a larger scope
of population to enhance the result of the study.