Returning to normal? ‘Building back better’ in the Dominican education system after Tropical Storm Erika and Hurricane Maria
Child‐centred disaster risk reduction aims to reduce child vulnerability and increase resilience to disasters. The 2015 Comprehensive School Safety Framework (CSSF) sought to decrease hazard risks to education. Between 2015 and 2017, Dominica was struck by Tropical Storm Erika and Hurricane Maria, w...
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| Veröffentlicht in: | Disasters 2022-07, Vol.46 (S1), p.S128-S150 |
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| creator | Parham, Martin |
| description | Child‐centred disaster risk reduction aims to reduce child vulnerability and increase resilience to disasters. The 2015 Comprehensive School Safety Framework (CSSF) sought to decrease hazard risks to education. Between 2015 and 2017, Dominica was struck by Tropical Storm Erika and Hurricane Maria, which significantly affected the education system at the local and national scales. Since Maria, a couple of national initiatives (Safer Schools and Smart Schools) have been introduced to increase resilience and meet the CSSF's objectives. This paper assesses progress made through a qualitative analysis of interviews with 29 school leaders, government officials, and disaster risk reduction stakeholders. Implementation of the climate resilience programme in 2018 resulted in nationwide teacher training and production of school disaster plans. Limited successes have improved social resilience, but short‐term implementation due to COVID‐19 and a lack of a teacher knowledge base have presented challenges to the scheme's long‐term sustainability and the implementation of the CSSF's goals. |
| doi_str_mv | 10.1111/disa.12536 |
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The 2015 Comprehensive School Safety Framework (CSSF) sought to decrease hazard risks to education. Between 2015 and 2017, Dominica was struck by Tropical Storm Erika and Hurricane Maria, which significantly affected the education system at the local and national scales. Since Maria, a couple of national initiatives (Safer Schools and Smart Schools) have been introduced to increase resilience and meet the CSSF's objectives. This paper assesses progress made through a qualitative analysis of interviews with 29 school leaders, government officials, and disaster risk reduction stakeholders. Implementation of the climate resilience programme in 2018 resulted in nationwide teacher training and production of school disaster plans. 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‘Building back better’ in the Dominican education system after Tropical Storm Erika and Hurricane Maria</title><author>Parham, Martin</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3936-4994ea501cd3069c7bfea3febc49ab705baa3dca0d89f73d111cba3d08fdc3143</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>build back better</topic><topic>child‐centred disaster risk reduction (CCDRR)</topic><topic>Climate</topic><topic>Climate adaptation</topic><topic>comprehensive school safety framework</topic><topic>COVID-19</topic><topic>Cyclones</topic><topic>Disaster management</topic><topic>Disaster risk</topic><topic>Disasters</topic><topic>Dominica</topic><topic>Education</topic><topic>Educational systems</topic><topic>Emergency preparedness</topic><topic>Hurricane Maria</topic><topic>Hurricanes</topic><topic>Implementation</topic><topic>Knowledge base</topic><topic>Knowledge bases (artificial intelligence)</topic><topic>Natural disasters</topic><topic>Public officials</topic><topic>Qualitative analysis</topic><topic>Qualitative research</topic><topic>Resilience</topic><topic>Risk management</topic><topic>Risk reduction</topic><topic>Schools</topic><topic>Social resilience</topic><topic>Storms</topic><topic>Sustainability</topic><topic>Teachers</topic><topic>Tropical climate</topic><topic>Tropical depressions</topic><topic>Tropical storms</topic><topic>Vulnerability</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Parham, Martin</creatorcontrib><collection>Wiley Online Library (Open Access Collection)</collection><collection>Wiley Online Library (Open Access Collection)</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Health and Safety Science Abstracts (Full archive)</collection><collection>Meteorological & Geoastrophysical Abstracts</collection><collection>Oceanic Abstracts</collection><collection>PAIS Index</collection><collection>Water Resources Abstracts</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>Technology Research Database</collection><collection>Environmental Sciences and Pollution Management</collection><collection>PAIS International</collection><collection>PAIS International (Ovid)</collection><collection>ASFA: Aquatic Sciences and Fisheries Abstracts</collection><collection>International Bibliography of the Social Sciences</collection><collection>Engineering Research Database</collection><collection>Aquatic Science & Fisheries Abstracts (ASFA) 3: Aquatic Pollution & Environmental Quality</collection><collection>International Bibliography of the Social Sciences</collection><collection>Meteorological & Geoastrophysical Abstracts - Academic</collection><collection>Civil Engineering Abstracts</collection><collection>Aquatic Science & Fisheries Abstracts (ASFA) Professional</collection><collection>MEDLINE - Academic</collection><jtitle>Disasters</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Parham, Martin</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Returning to normal? ‘Building back better’ in the Dominican education system after Tropical Storm Erika and Hurricane Maria</atitle><jtitle>Disasters</jtitle><addtitle>Disasters</addtitle><date>2022-07</date><risdate>2022</risdate><volume>46</volume><issue>S1</issue><spage>S128</spage><epage>S150</epage><pages>S128-S150</pages><issn>0361-3666</issn><eissn>1467-7717</eissn><abstract>Child‐centred disaster risk reduction aims to reduce child vulnerability and increase resilience to disasters. The 2015 Comprehensive School Safety Framework (CSSF) sought to decrease hazard risks to education. Between 2015 and 2017, Dominica was struck by Tropical Storm Erika and Hurricane Maria, which significantly affected the education system at the local and national scales. Since Maria, a couple of national initiatives (Safer Schools and Smart Schools) have been introduced to increase resilience and meet the CSSF's objectives. This paper assesses progress made through a qualitative analysis of interviews with 29 school leaders, government officials, and disaster risk reduction stakeholders. Implementation of the climate resilience programme in 2018 resulted in nationwide teacher training and production of school disaster plans. 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| subjects | build back better child‐centred disaster risk reduction (CCDRR) Climate Climate adaptation comprehensive school safety framework COVID-19 Cyclones Disaster management Disaster risk Disasters Dominica Education Educational systems Emergency preparedness Hurricane Maria Hurricanes Implementation Knowledge base Knowledge bases (artificial intelligence) Natural disasters Public officials Qualitative analysis Qualitative research Resilience Risk management Risk reduction Schools Social resilience Storms Sustainability Teachers Tropical climate Tropical depressions Tropical storms Vulnerability |
| title | Returning to normal? ‘Building back better’ in the Dominican education system after Tropical Storm Erika and Hurricane Maria |
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