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In the wake of recent global crises, the reconstruction of education models remains urgent. Education system resilience for sustainable development and societal well-being emerges as educational institutions aim to reimagine their current models. Building resilient education models involves infrastructure fortification while fostering adaptability and inclusivity within learning environments. By harnessing technological advancements, embracing innovative pedagogies, and prioritizing equitable access to education, communities can effectively recover from crises. Building Resilient Education Models Post Crisis explores strategies for education resilience across institutions. It provides various models in education technology transformation and inclusive classroom practices. This book covers topics such as diversity and inclusion, education sociology, and crisis management, and is a useful resource for education professionals, professors, teachers, psychologists, business owners, academicians, and researchers.
"The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."--The World Bank website.
In today's interconnected world, the intersection of education, health, and economics is more pronounced than ever before. The crisis at Basseterre High School (BHS) serves as a stark reminder of the profound impact that institutional challenges can have on the well-being of our children and the broader community. "Crisis Management in Education" explores the multifaceted dimensions of the BHS crisis, offering insights and strategies for navigating similar challenges in educational institutions worldwide. Through a lens of business, commerce, and economics, this book examines the ripple effects of the BHS crisis, underscoring the imperative of proactive and decisive action in safeguarding our children's future.
This book is part of a six-volume series on Disaster Risk Reduction and Resilience. The series aims to fill in gaps in theory and practice in the Sendai Framework, and provides additional resources, methodologies and communication strategies to enhance the plan for action and targets proposed by the Sendai Framework. The series will appeal to a broad range of researchers, academics, students, policy makers and practitioners in engineering, environmental science and geography, geoscience, emergency management, finance, community adaptation, atmospheric science and information technology. This volume discusses how to measure and build disaster resilience at society’s capacity, drawing upon individual, institutional and collective resources to cope with and adapt to the demands and challenges of natural disaster occurrences. The book will serve as a guide, outlining the key indicators of disaster resilience in urban and rural settings, and the resources and strategies needed to build resilient communities in accordance with the targets of the Sendai Framework. Readers will learn about multi-risk reduction approaches using computational methods, data mining techniques, and System Thinking at various scales, as well as institutional and infrastructure resilience strategies based on several case studies.
Education is regarded as a cross-cutting issue for disaster risk reduction (DRR) through reviewing the Sendai Framework for DRR (SFDRR) 2015–2030. Mainstreaming Disaster Risk Reduction (DRR) in the education sector is one of the important efforts to enhance resilience in a community. DRR in the education sector not only focuses on provision of disaster education, but also includes securing a safe school environment, developing school disaster management plans, and building the capacity of school teachers and local educational officers. Japan, with its wealth of experience in DRR, has developed a good resilient system in its education sector, which has been tested and revised through experiences of past disasters. This book reviews the evolution of DRR in the education sector in Japan, including some of the recent developments after the 2011 Great East Japan Earthquake, focusing on DRR governance and practices in national policies, curriculum development and teacher training, community linkage, and international cooperation, to enhance resilience in the education sector. The primary target groups for this book are students and researchers in the fields of disaster management and DRR studies. Another target group comprises practitioners and policy makers, who will be able to apply the collective knowledge from this work to policy and decision making. The book provides an overview of the current research trends and furnishes basic knowledge on this important topic.
This book is the first to discuss, in practical and theoretical terms, the pedagogical approach of service-learning to establish partnerships for social good that build disaster resilience. Across 12 chapters a collection of academics and practitioners provide insights on the benefits of utilizing service-learning to address existing needs, build community capacity, and strengthen social networks while enhancing student learning. Key features: Discuss how sustainable service-learning partnerships can contribute to building disaster-resilient communities; Provide practical tools to cultivate and manage collaborative partnerships, and engage in reflective practices; Integrate disciplines to create innovative approaches to complex problems; Share best practices, lessons learned, and case examples that identify strategies for integrating service-learning and research into course design; Offer considerations for ethical decision-making and for the development of equitable solutions when engaging with stakeholders; Identify strategies to bridge the gap between academia and practice while highlighting resources that institutions of higher education can contribute toward disaster preparedness, response, recovery, and mitigation. Service-Learning for Disaster Resilience will serve as a user-friendly guide for universities, local government agencies, emergency management professionals, community leaders, and grassroots initiatives in affected communities.
Given the many pressures facing leaders across higher education, the work of crisis leadership remains an imperative for leaders at all levels. Attention tends to center on strategies for engaging in leadership both prior to and during crisis, often leaving the post-crisis period as an afterthought. This book introduces a research-informed framework for this critical, and often neglected, phase of crisis leadership. With an underlying commitment to values-based, principle-oriented, and people-centered practices, this framework consists of five leadership practices that are recognized as especially critical in the aftermath of crisis: (a) encourage learning, (b) inspire growth, (c) stimulate meaning-making, (d) pursue reinvention, and (e) advance renewal. Communication serves a critical role in each of the various dimensions of post-crisis leadership, and it is a communication orientation that can help to inform the paradoxes, processes, and patterns that arise during these periods of immense tension and, at times, transcendence.
The urgency of effective disaster and risk management has reached unprecedented heights. The looming threat of resource constraints, coupled with the intricate challenges of coordinating responses in the wake of crises, underscores the critical need for comprehensive solutions. The book, Challenges, Strategies, and Resiliency in Disaster and Risk Management, ventures into the heart of this urgent matter. This groundbreaking work examines the multifaceted issues that confront disaster and risk management professionals, from the complex intricacies of climate change to the demanding task of coordinating responses amid resource limitations. With a meticulous analysis of major hurdles, such as resource constraints, population growth, and technological vulnerabilities, Challenges, Strategies, and Resiliency in Disaster and Risk Management equips its readers with practical solutions. Covering key phases of disaster management, including mitigation, preparedness, response, and recovery, it acts as a comprehensive resource for informed decision-making. Designed for a diverse audience, this book caters to emergency managers, first responders, and disaster response organizations seeking to elevate their understanding of the challenges in disaster management. Scholars, researchers, and students specializing in disaster management, risk assessment, and related fields will find invaluable insights and case studies within these pages. Additionally, government agencies responsible for shaping disaster and emergency management policies, non-governmental organizations (NGOs) focused on disaster relief, and professionals engaged in risk assessment and management will benefit from the practical knowledge shared in this comprehensive guide.
In March 2020, universities quickly closed their campuses and shifted to remote delivery options to continue education and administrative services in response to the COVID-19 pandemic. This closure severely impacted research and service-learning projects taking place in the community as all in-person interactions ceased. The ensuing chaos required people on- and off-campus to reorganize programs and processes in order to continue their work. The purpose of this research was to understand how partnerships between public, urban-serving universities and the community agencies with whom they are engaged in research and service-learning projects build capacity for resilience in the communities they serve during an acute shock; that shock being the global disease outbreak of COVID-19. Three theoretical frameworks were applied to this research study: Chaos, resilience, and university-community partnerships. Chaos theory provides the context for the pandemic and frames the urgency for systems to respond and adapt. Resilience is focused on a system's ability to adapt to chronic stressors in society, such as food and housing insecurity, unemployment, health disparities, and economic inequality, and to acute shocks, which are catastrophic events like earthquakes, wildfires, and disease outbreaks. University-community partnerships provides context for understanding the value of research and service-learning programs that engage faculty and students in civic-minded work with government, non-governmental organizations, and nonprofit agencies in the community. The faculty who serve as directors of campus centers are often at the forefront of this work. This multiple case study was set at a large, pubic university in Los Angeles County, California. Each case was comprised of an academic campus center and at least one community partner with whom the centers engage in research and/or service-learning projects. As a qualitative study, data collection included semi-structured interviews, document analysis, and researcher memos. A total of 13 interviews were conducted over four case studies, including five directors/co-directors of four campus centers and leaders of eight nonprofit agencies. The overarching goals of this study were to understand how the campus centers and their partners endured the crisis and to explore the challenges they experienced in adapting programs and services. The major findings of this study indicate that these partnerships were key to the collective ability to adapt programs; that their networks helped them navigate the complexities of the pandemic; that directors faced significant administrative challenges; that hybrid models developed in response to the crisis will persist; and, that directors are adopting resilience theory into their strategic planning. After more than two years of turmoil and upheaval, it appears that many of the transformations these organizations made to respond to the pandemic will continue in the future because they helped the organizations and community become more resilient.