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An investigation into approaches of

Disaster Risk Reduction through education

in Haiti.

Eicher, C

Education 

for sustainable development 

Disaster   

Risk Reduction (DRR) 

Millennium 

Development Goals 

Warning 

Systems 

School 

Safety 

Good 

Practices 

Training 

Youth 

Participation 

Knowledge 

Awareness 

Community 

Haiti 

Prevention 

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Abstract

The aim of this research is to investigate Disaster Risk Reduction approaches

through education in Haiti. The approach through which this was fulfilled involved a

literature review that identified historical and current perspective on Disaster Risk

Reduction (DRR) through education. Issues in regards to the incorporation of DRR

through the various form of education were identified, helping to gain a better

understanding of the current trends. This investigation was achieved through the use

of qualitative and quantitative data. Also to analyse bias and patterns, primary

research was based upon semi-structured interviews in order to gather information

from bilateral and Non-Governmental Organisations (NGOs) who were involved in

humanitarian response and DRR in Haiti.

The findings highlighted that education in all walks of life encouraged self-awareness

and empowerment to a certain extent. However some gaps have been identified in

regards to the incorporation of DRR into informal education. The lack of awareness

from many stakeholders regarding the use of indigenous knowledge within DRR

affected the efficiency of approaches at school. Furthermore lack of governance and

commitment also had a negative impact on programs and policies. Additionally the

findings revealed that there was a gap between both policy makers and practitioners

in regards to the choice and use of frameworks.

Although this research has proved true to the aim and objectives, further areas of

studies could not be investigated completely as a result of not being able to interview

local stakeholders among the Haitian community. Further research would have

uncovered the full extent of the topic. The aim of this research was original, as no

research into DRR approaches through education in Haiti had been carried out prior

to the study. As a result, recommendations were made for policy makers and

practitioners, which were to enhance the incorporation and effectiveness of DRR

through education in Haiti education system.

Key words: Disaster Risk Reduction, Development, Education, risk awareness, Capacity building

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Author’s declaration

“I declare that this thesis is entirely my own work and that where I have used the

work of others it has been appropriately acknowledged. I also confirm that the project

has been conducted in compliance with the University’s research ethics policy and

that the information supplied with the original research proposal corresponds with the

work actually conducted for the project.”

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Acknowledgement

I would like to extend my full gratitude for the support that has been given to me in order to complete this research study. It is the thought and effort that really amazed me. I would like to thank each one of you who contributed to this research.

I would like to acknowledge and thank the following organisations for their kindness and contribution:

The Earthquake Disaster Mitigation Research Centre Kyoto University Practical Action Italian platform for Disaster Risk reduction UNISDR

Many thanks to my supervisor Martin Nthakomwa who taught me valuable skills for this project but also for the future. Thank you for your support and guidance. Your kindness really has touched my heart.

I would also like to thank my dearest friends whom cherish; I would not be where I am now if I did not have them.

Julian Carter who unconsciously guided me for the past four years. Thank you for your support and guidance. Life is great and always will be.

Dr Marion MacLellan who has been an amazing lecturer during my last two years at university. You made me travel in my mind but also unconsciously challenged me to figure out new perspectives regarding humanitarian assistance. Thank you for sharing your enthusiasm and thoughts.

Dr Eleanor Parker who has been more than patient with my ‘daily visits.’ Thank you for your support and guidance.

Nicholai Tunstall who kindly accepted proof reading my work. Thank you ever so much for your outstanding help.

Mirdza Mara Abele who is like a sister to me and supported me through all walks of life until now. I am honoured to have met you three years ago and it has been an immense pleasure to have shared unbelievable adventures with you.

My family who was extremely supportive and comprehensive. There are not enough words to thank you. I love you.

Finally I would also like to thank you for reading this piece of writing and I hope you will find it enjoyable and educative.

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Table of Contents  

Abstract .................................................................................................................................................. 2 

Author’s declaration ............................................................................................................................. 3 

Acknowledgement ................................................................................................................................ 4 

List of acronyms ................................................................................................................................... 7 

List of figures ......................................................................................................................................... 8 

Chapter one: Introduction ................................................................................................................... 9 

1.1  Role of education in disaster risk reduction: ................................................................ 9 

1.2 Aims and Objectives: .......................................................................................................... 11 

Chapter two: Literature review ......................................................................................................... 12 

2.1 Concepts of education ........................................................................................................ 12 

2.2 Disaster Risk Reduction through education .................................................................... 14 

2.3 Disaster Education in emergency ..................................................................................... 18 

2.4 Hyogo Framework for Action ............................................................................................. 20 

Chapter three: Methodology ............................................................................................................. 23 

3.1 Introduction ............................................................................................................................... 23 

3.2 Research methodologies .................................................................................................... 23 

3.3 Literature Review ................................................................................................................. 25 

3.4 Primary Data Collection Methodology .............................................................................. 27 

3.4.1 Structured Interviews ....................................................................................................... 27 

3.5 Sampling techniques ............................................................................................................... 30 

3.6 Ethical considerations ......................................................................................................... 31 

3.7 Limitations and scope of the Research ............................................................................ 32 

3.7.1 Language barriers ............................................................................................................ 32 

3.7.2 Reliability ........................................................................................................................... 32 

3.7.3 Objectivity .......................................................................................................................... 33 

3.7.4 Time and resources ......................................................................................................... 33 

3.8 Research analysis. .............................................................................................................. 33 

3.9 Conclusion ............................................................................................................................ 34 

Chapter four: Results and Discussion ............................................................................................. 35 

4.1 Introduction ........................................................................................................................... 35 

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4.2 Discussion and Analysis of Research Findings .............................................................. 35 

4.3 DRR within Education systems ......................................................................................... 35 

4.4 Role of Education in DRR .................................................................................................. 36 

4.4.1 Interview results on the role of education in Disaster Risk Reduction in Haiti ........ 37 

4.4.2 Impact of Disaster Risk Reduction within Haitian Education ..................................... 39 

4.4.3 Disaster Risk Reduction Education and Indigenous Knowledge .............................. 40 

4.5 Importance of Disaster Risk Reduction incorporation in indigenous Education policies and programs ............................................................................................................... 41 

4.5.1 Lack of incorporation of Disaster Risk Reduction in Indigenous Education ............ 43 

4.5.2 Suggestions of Indigenous Knowledge incorporation................................................. 44 

4.5.3 Current informal education incorporation approaches ............................................... 45 

4.6 Disaster Risk Reduction and the education system ....................................................... 46 

4.6.1 Risk awareness in formal education .............................................................................. 47 

4.6.2 Disaster Risk Reduction through informal education .................................................. 48 

4.7 Disaster Risk Reduction Frameworks and education .................................................... 52 

4.8 Conclusion ............................................................................................................................ 55 

Chapter 5: Conclusion and Recommendations ............................................................................. 57 

5.1 Introduction ........................................................................................................................... 57 

5.2 Conclusion ............................................................................................................................ 57 

5.3 Limitations ............................................................................................................................. 59 

5.4 Recommendations ............................................................................................................... 60 

5.5 Closing statement ................................................................................................................ 60 

Appendices .......................................................................................................................................... 62 

Appendix 1: Covering letter ...................................................................................................... 62 

Appendix 2: Consent Form ....................................................................................................... 64 

Appendix 3: Interview Guide ..................................................................................................... 66 

References .......................................................................................................................................... 67 

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List of acronyms

 

DRR: Disaster Risk Reduction

ESE: Earthquake Safety Education

HDI: Human Development Index

HFA: Hyogo Framework for Action

IDNDR: International Decade of Natural Disaster Reduction

IIEP: International Institute for Educational Planning

IIES: International Institute of Earthquake Engineering and Seismology

INEE: Inter-Agency Network for Education in Emergencies

NGO: Non- Governmental Organisation

UNDP: United Nations Development Program

UNESCO: United Nations Educational, Scientific and Cultural Organisation

UNICEF: United Nations Children’s Fund

UNISDR: United Nations International Strategy for Disaster Reduction

WSSD: World Summit on Sustainable Development

WCDR: World Conference on Disaster Reduction

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List of figures

 

2.1 Concept of Disaster Risk Reduction through Education (Yukiko 2011)

2.2 Disaster Risk Reduction Education Linkage in a Family to the Community (UNISDR 2010)

3.1 Triangulation of data (Watershedplanning 2012)

4.1 Results of Role of Education in DRR from practitioners

4.2 Practitioners View on incorporation of DRR in Informal Education

4.3 Practitioners response on Programs/Policies with or without informal education incorporation

4.4 Results of identification of disaster education through formal and informal education system in Haiti

4.5 Practitioners and Policy makers Views on the Town watching approach

4.6 Framework of the Regional Watching: Understanding the River Basin (Interviewee A)

4.7 Interviewees choice of framework to implement DRR through education in Haiti

4.8 Success rates of HFA and other frameworks at a local and national level in Haiti

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Chapter one: Introduction

1.1 Role of education in disaster risk reduction:

 

‘Education is the foundation of knowledge that creates a link between

school and community. It is one of the key components of a society,

without it, sustainability and development would not be able to be

implemented.’ (UNISDR 2006)

Since the International Decade of Natural Disaster Reduction (IDNDR) which

occurred in 1990, discernable efforts appeared in many countries and several

educational tools for schools and the public have emerged. Education for risk

reduction has become more significant. Smith (1996) advised that programmes

should be created in a sustainable manner in order to support target groups with

procuration of knowledge, attitudes and skills that are mandatory to figure out actual

and local problems. It has also been recognised that education holds an essential

role in reducing disasters and allowing sustainable development. In fact, The Hyogo

Framework for Action (HFA) in 2005-2015, priority action 3, strongly highlights the

role of “knowledge in Education” and accented formal and non-formal education as

main components for Disaster Risk Reduction (DRR). After the avocation of HFA

“Disaster, reduction, Education and Youth” became the UN world disaster reduction

campaign in 2000 (UN/ISDR 2006).

Prior studies have shown promising results regarding education in disaster risk

management. Pupils who have been taught about the impacts of disasters and how

to respond to them have shown to be capable of coping directly and properly. By

those means they can warn others such as their families and also take care of

themselves during emergencies. One example is when a 10 year old British school

girl, Tilly Smith, managed to warn the people on the beach of Pucket in Thailand,

before the tsunami engulfed the coast, which saved the life of about 100 tourists in

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2004. She had studied geography at school just the week before coming to Pucket

and recognised the signs of an upcoming tsunami. This is another example of how

knowledge for children can act as communicators of risk, which helped save the lives

of thousands (Gibbs 2002). Children have been taught about health, water and

sanitation risks and communicate that information onto their parents and also to the

community.

In addition there is a case of indigenous knowledge that needs to be mentioned.

Knowledge is also transferred from generations to generations, which can reduce the

impact of a natural hazard onto a community. During the 2004 Tsunami, only seven

people were killed of a population of 83,000 on the Simeuleu Island off the coast of

Indonesia, situated only 100km away from the epicentre of the devastating

earthquake that resulted in a calamitous event. Since 1907 after experiencing a

tsunami, the knowledge of warning signs had been passed on to generation via

cultural practices as songs and poems (Kunreuther 2010). The simple knowledge of

‘if you see the ocean receding after an earthquake, leave the coast as quickly as

possible‘ was efficiently used and saved many lives. This is only one of the few

examples depicting how formal and informal education had assisted in bringing up

awareness amongst people thereby avoiding the loss of lives within their community.

In this context, this paper is a modest attempt of understanding how DRR is

important for resilient countries and also looking at DRR approaches in Haitian

education. The first chapter will be divided into three parts: first of all it will provide a

summary of formal and informal education; secondly it will look at the Hyogo

Framework and will try to understand why Disaster Risk Reduction is one of the main

components for sustainability and development. Finally the aims and objectives will

be set in order to implement the research of the investigation of DRR approaches

into Haitian education. The second chapter will provide a broad overview of the

literature from research done concerning education around the world in order to gain

a better understanding of how DRR could be used in the Haitian education. The

third chapter will review the research methodology used to gather the data needed

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for answering the aims and objectives of this paper. Finally an analysis of the

findings will be implemented in order to answer the question of this paper.

1.2 Aims and Objectives:

This paper aims to gather information and relevant data on disaster risk reduction

education in order to understand its important role in sustainable development at the

present time and also why it is the way to a better future in developing countries

such as Haiti. The analysis of this data will attempt to gain understanding of why

DRR has never been implemented in Haitian education before and also formulate

potential recommendations for the implementation of DRR in Haitian Education.

This research has many objectives, stated below:

Explore the history and role of disaster risk reduction through education.

Evaluate the impact and range of disaster risk reduction approaches within

education in Haiti.

Analyse the roles played by stakeholders in disaster risk reduction through

education in Haiti.

Make recommendations for disaster practitioners and policy makers in Haiti.

In order to achieve the aim and objectives, the research will need to use both

primary and secondary data to provide a stable ground for collecting, gathering data

and discussing the findings. Thereby discussing the concepts of education in risk

reduction would be suitable in order to gain a better understanding and overview of

international issues that will be raised in chapter two: Literature Review.

This chapter aims to provide a broad-spectrum overview of the available range of

literature from research relating to education, the role and integration of Disaster

Risk Reduction into the diverse forms of education. This discussion will also engage

a range of case studies from various countries around the world. However, in order

to give justice to this discussion, it would be important to explore some of the key

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issues regarding the concept of education. Education has been categorised into

three types, formal, non-formal and informal (Coombs 1974).

Chapter two: Literature review

2.1 Concepts of education

As explained above, there are three forms of education, which is also reflected

formerly. Coombs (1974) has described formal education as “institutionalised,

chronologically graded and hierarchically structured educational system,” from

primary school to the university. UNESCO (1997) agrees with this definition and

advances this proposition further by stating that formal education generates a full

time continuum education for children and young individuals, commonly starting from

the age of five to seven and carries on up to twenty or twenty five years old by

leading to certification.

Furthermore, in a report from UNESCO (1997) it was identified that another type of

education exists that of the Non-formal. The Non-formal education is any educative

activities implemented outside the formal structure. It does not have to follow the

“ladder” structure and the duration period can vary. However according to Riskred

(2011) this mode of education is not provided by official bodies, thus cannot lead to

official recognition.

The third type of education is the informal nature. This relates to education that is a

process implemented over a life time (Norland 2005). Explaining this further,

Norland (2005) explained that informal education is one whereby people gain and

hoard skills, knowledge, and attitudes from every day experiences and exposure to

the surroundings.

La Belle (1981) observed that the main disparity between formal and non-formal

education, is the control of the government on the support provided. In addition to

this, Norland (2005) indicated that the main problem is that non-formal and informal

educations are viewed as separate issues. Thus it has been argued that informal

education which includes the indigenous perspective and knowledge has not been

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adequately taken into everyday functioning of societies. In reality, studies have

shown that formal, non-formal and informal education might exist concurrently,

occasionally in concert with each other. For instance, school supplies formal

education and meanwhile promotes non-formal education all the way through

additional course activities (see figure 2.1).

Moreover, through people’s lives they get into contact with these various forms of

education. For example, juvenile children before school are betrothed primarily in

the informal mode. Consequently, Lidstone (1999) highlighted that when children

enter school; they start to obtain formal education. Perhaps as pointed out by the

report from the IIES (2006) there is contribution of non-formal education in school

such as additional activities within modules or out of school by using radio, television

and or community activities.

Smyth (1996: 27-35) mentioned that education should be viewed as an unremitted

learning experience for everyone the whole time. Furthermore the INEE report

Figure 2.1 Concept of Disaster Risk Reduction through Education(Yukiko 2011)

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(2011) affirms that childhood is the most important phase to retain essential

memories in a person’s life and it is when an individual’s personality forms. Most

adults maintain and instinctively use information originating from experiences at the

first stages of their lives. Thus, Talero (2004) argued that education should not be

offered to children just for the sake of it but rather by comprehending the natural

surroundings. For instance, school perhaps should involve more local knowledge as

part of their modules such as teaching local geography and hazards.

From these case studies it has been seen the influence of premature education has

on a person, and also seems to suggest that education should be treated as an

incessant and progressive method.

For the past decades, studies have shown that there is growing facts that scholar of

all ages can dynamically learn and partake in school safety measures, and also with

adults toward reducing risk prior, throughout and following disastrous events

(UNICEF 2011). Thus gaining a better understanding of the three modes of

education, their roles and corresponding outcomes were significantly needed. The

following section will discuss the integration of disaster risk reduction into the diverse

forms of education.

2.2 Disaster Risk Reduction through education

Schools are believed to increase awareness amongst students, teachers as well as

the community itself. Petale (2008) stated that the incorporation of formal risk

reduction core curriculum in the courses or modules might be an interesting idea in

terms of attaining the integration of DRR.

Although Petale (2009) advances the argument that conformist education is mostly

reliant on classroom lectures, manuals and exercises. Researchers have revealed

that the appliance of risk reduction in education is more flourishing through action-

oriented and experience based (Solomon 2003: 219-233). It is also argued that

Disaster Risk Reduction should supply to heave an understanding of environmental

and natural circumstances and the individual activities that direct to disaster (Resnick

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1987: 10-13). It should also stimulate alterations in group behaviour and individual;

encourage expectation of social policy as well as raising advocacy to reduce threats.

Furthermore, it was accentuated that DRR through education should not be solely

teaching campaigns for risk awareness and natural hazards (UNISDR 2006).

However the European Commission (2007) acknowledged that it should support

people to discover their own solution and their own power.

Indeed, prior efforts in risk reduction education were centred on natural hazards

such as teaching about floods, earthquake, tsunami and volcanoes that occurred in

different places, to different people and at different times (Lidstone et al 1999).

Nevertheless a study from the World Bank stated that regardless of finding much to

congratulate the resources available on disaster risk reduction education. Students

behaviours are unlikely to change (2008). Furthermore, Cabasal (2010) disputes

that despite of the current prominence on the physical nature of possible disastrous

events, schools should think about concentrating on the students getting involved in

the disaster climate. Geography should be encouraged as part of education thus

promoting the students’ involvement in regards to the place they live and discovering

the physical dynamism of their environment.

A research from Kyoto university has shown that although teaching approaches are

dependent on the work done by academicians, learning approaches is mostly based

on what people identify from the environment or local knowledge (Sharma 2008).

Therefore Dixit (2004) claimed that the learning approaches motivate the learning

process that is under the influence of the local environment and exacerbates the

learning process through stories, cultural approaches and facts. Additionally, Radu

(1993: 15-33) responded to this claim by revealing that the local knowledge

universally known as indigenous knowledge has been developed over many

generations in the local community and is assessed in the local climate and thus is

perceived to enable them to sustain for decades.

In addition to this, an investigation of school practices in New Zealand has been

conveyed. It revealed that although students who were provided with disaster risk

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reduction education showed an increase in risk awareness, their ability to identify

and respond satisfactorily to disaster were fragile (Ronan et al 2001).

Furthermore, another investigation on school disaster education in Nepal exposed

that lectures on disaster risk education can raise risk awareness (Shiwaku 2007).

However, Niu et al (2010: 153-162) insist that it cannot allow students to gain an

understanding of the importance of pre-disaster measures and also to take on

intervention strategies to reduce disaster risk. Shiwaku (2007) also supported that

community can play a decisive role in encouraging students’ activities for DRR.

A comparative study of different modes of education on risk preparedness amongst

school in Japan was carried out. Results reveals that when 70% of the students who

have been provided with education on disaster and 80% have gained an

understanding of risk related issues, around 30% only worked out preparedness

measures, advising that formal education does not always translate into expected

actions (Pandey 2005: 52).

Alternatively, community and family have more direct influence on teaching disaster

preparedness. The same investigation found out that disaster risk reduction

education combined with family and community education, can promote students

with a ‘culture of disaster preparedness’ within their communities (see figure 2.2).

Moreover Vaughan et al (2003: 12) supports those results by arguing that DRR

through education should encourage non-formal activities to help take on actions

rather than knowledge.

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Figure 2.2 Disaster Risk Reduction Education Linkage in a Family to the Community (UNISDR 2010)

Paton (2001) promoted social psychological factors and community to be involved in

risk reduction education thus improving the relationship between risk reduction

behaviour and risk perception. However UNESCO (2008) also suggested that

disaster education should be included within community development to strengthen

resilience and encourage self-help in order to alleviate dependency on external

response and resources to recover. Pandey (2005: 26) expressed the critical role of

educating community by disseminating exercises in disaster risk reduction

supervision at the local stage and also formulating sustainable programs. By doing

this, it can help sustain the individual’s capacity and the community to adapt to

changes that could occur.

An example is given by Yoshida (2007) about a school in Indonesia which proposed

to integrate the activity ‘town-watching’ within its core curriculum. This activity was

performed by the students and teachers in order for the students to identify issues as

a group and come up with solutions collectively. Although this participatory technique

is good practice, Ronan (2001) highlighted that the lack of regular monitoring and

evaluation decreased the positive outcomes. It could have helped people coping with

disaster and security for example by identifying secure and insecure areas as well as

roads to evacuate.

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A successful example of disaster education programme is the Earthquake Safety

Education (ESE) program running in Iran. The ESE combines simultaneously, both

formal and informal education activities. The Human Development Index (HDI)

(2001) revealed that Iran is located close to the faults and has high risks of seismic

hazards and has suffered from critical earthquakes for the past decades resulting in

economic losses. In response to this, the government has initiated the program

‘Earthquake Safety Initiatives,’ ‘School Safety Act’ and the ‘Earthquake Safety

Education in School’ (International Institute of Earthquake Engineering and

Seismology (IIEES), 2006). The Earthquake Safety Education program is conveyed

by the Iranian ministry of education as well as public and civic organisations. Petale

(2008) emphasised this disaster education programme by adding that disaster

course are incorporated within geography, science, literature and other subjects with

preparedness, practice books and teachers are provided with handbooks for each

grades. UNICEF (2011) responded to this argument by pointing out that providing

sufficient material and resource enhance the chances of transmitting knowledge and

sharing it with individuals outside of the educational institution. UNISDR (2010)

claims that each year, the Iranian Ministry of Education and the IIEES as well as the

National television and radio and other correlated NGOs arrange safety drills. Smyth

(1996) agrees and expresses that “Safety Council” engaging parents and teachers

supply a structure of disaster risk reduction at the community level.

Although education prepare students in case of a disaster, education in emergency

and development is also important. Today, millions of children are underprivileged of

education around the world in countries where conflict or natural disaster occurs

(UNDP 2011). Thus, the following section will discuss the importance of disaster

education in emergency and where it currently stands.

2.3 Disaster Education in emergency

The World Education Forum, held in 2000 in Dakar, promised to “meet the need of

education systems affected by conflicts, natural calamities and instability.” Also

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countries to make efforts toward the target of Education for All and a session on

“Education in situations of emergency and crisis” was conveyed (Sinclair 2002).

Sinclair implies that emergency education should be used as a community based

approach with a prominence on teachers training and capacity building.

Furthermore, Wymer (1991: 53) argues that emergency education should also

develop programme of study that enhances life skills as well as long-term

development of people and the society.

UNESCO (2008) delineates “educational emergency” as a crisis situation generated

by disasters or conflicts that have subverted, dislocated, or obliterated the education

system. In response to this statement, Riskred (2011) adds that educational

emergency results in the requirements of assimilated process of crisis and post crisis

inputs. Additionally Riskred (2011) also acknowledged the importance of

distinguishing the magnitude of certified education permanence following disasters.

In order to endorse education in emergency response and long term recovery.

As stated by Cadri (2010), education can save and maintain lives. Also,

psychological and, physical protection can be provided as well as giving hope to

people for the unforeseeable future. Collins (2009: 205) affirmed this argument by

adding that education can also supply a channel to endorse safety.

Studies from the World Bank (2010) have shown that it is much cheaper to prevent

than to respond. In fact, it can be illustrated by the case of Haiti, if just a fraction of

the millions raised to rebuild the country would have been invested in disaster

preparedness, the people would have been prepared and thousands of lives would

have been saved from the disastrous event (UNESCO 2010).

In order to improve and endorse education in emergencies and reconstruction, a

“Guidebook for Planning Education in Emergencies and Reconstruction” was created

by the International Institute for Educational Planning (IIEP). The IIEP (2011) asserts

that the main objective of it was to provide additional support to staff of ministries of

education and also national and local staff. For instance, the section 2 of the

guidebook advocated that non-formal education could use radio programs and

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temporary shelters due to limited access to resources in order to provide emergency

education to children and adults. Nevertheless, Wisner (2006) disputed the section 2

of the guidebook, as everyone is not entitled to use it because of the lack of

certifications and skills. Preventionweb (2009) agreed by stating that people using

the book should have significant training. Therefore to make sure that the magnitude

of education has a centre of attention on the needs and apprehensions of the

students consistently and at every time.

Although approaches and measures have been implemented to reduce risk in

emergencies, disaster education is regarded as an ongoing and sustainable process

(UNISDR 2010). In order to do justice to this statement, the following section will

discuss the effectiveness of the Hyogo Framework for Action.

2.4 Hyogo Framework for Action

The Hyogo Framework for Action (HFA) has been implemented following the World

Conference on Disaster Reduction (WCDR) in 2005. This framework is assisted by

the Hyogo declaration that has been signed and agreed by 168 members of states at

the WCDR. In addition to this, the HFA has been a leading tool for disaster

reduction for the following ten years. Since it was adopted, it has been used by

national governments, international organisations but also civil societies and

academic circles.

A range of case studies from the World Bank (2010) have shown that the HFA has to

be practical in directing the global effort toward disaster risk reduction. Additionally,

Collins (2009:227) advanced that the HFA has helped in creating an articulation

within approaches and tied them together. Without a doubt, most of the national

measures have been structured according to the five priorities. Although SOPAC

(2009) affirms that the HFA was gradually utilised to structure risk reduction

schemes, organisations have had a tendency to generalize the framework. Therefore

there has been a will to include all priorities into one. Furthermore, Sharma (2009)

stated that the activities within the HFA priorities do not always reflect a satisfactory

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comprehension of the implication of those priorities, predominantly in the case of the

HFA Priority for Action 3. For instance, according to Preventionweb (2011) in the

priority 3, “Information, Education and Communication (IEC)” plans were shaped to

improve community awareness. However Sharma (2009) argues that there is little or

nothing on how to improve awareness. As a result, this is a tendency that occurs

frequently at the national, regional and international levels.

UNISDR (2005) claims that the HFA enhances the significance of “Knowledge and

Education.” Also during the 12th United Nations International Strategies for Disaster

Reduction (UNISDR) meeting, the various parties understood that a cluster approach

would be more efficient. Indeed, the European Commission (2007) agreed with this

statement by asserting that both UN agencies and international NGOs’ attempts and

accomplishments on the issue should be combined.

As mentioned in the HFA priority 3, education may perhaps provide the people with

disaster knowledge. However it is lacking to increase preparedness or stimulate the

person to implement DRR activities. The African Union Commission (2009) explains

that the combination of formal, non-formal and informal education enhance DRR

within community. Moreover Clerveaux (2009) adds that this combination of forms of

education encourage individual and community to develop awareness and

preparedness. It was also mentioned that the reflection and preparation of disaster

education ought to be restricted to education on ordinary days. Thus, research from

UNISDR (2007) concluded that education in emergency situations should be

incorporated as well in order to provide a sustainable education.

Finally, in regards to sustainable education, the Agenda 21 (1991) chapter 36

declared that “education is critical for promoting sustainable development and in

providing the capacity of the people to address environmental and developmental

issues.” This statement was also enhanced at the World Summit on Sustainable

Development (WSSD 2002). Undoubtedly, one can reasonably bring to a close that

education significantly participates in improving DRR knowledge, consciousness and

encourage sustainable development.

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In conclusion this chapter discussed a range of literature from research related to

education. Additionally, past and existing issues associated to disaster education

have been raised. Furthermore, those issues have been critically discussed thus to

gain a better understanding of the current trends. Therefore, it will enable the

investigation and analysis of approaches of DRR through education in Haiti. In order

to do so, various methods have been implemented, to gather explicit information

correlated to the topic of investigation and will be discussed in chapter 3.

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Chapter three: Methodology

3.1 Introduction

This chapter aims to critically analyse research methods paradigms to identify which

are the most suitable of the research and enhance the completion of the aim and

objectives. The methodology will describe and critically analyse existing methods as

well as providing rationalisation of the methods which have been chosen in order to

incorporate information in regards to investigate DRR approaches through education

in Haiti. It will then continue by identifying and providing the rationale for the methods

that were used to gather the primary and secondary data needed. Additionally it will

explain how the data was analysed in order to accomplish the aim and objectives of

the research.

3.2 Research methodologies

Throughout analysis of research methods, it was found that “Research is an act with

an objective” (Higgins 1996). Indeed, this research project is an act with a general

objective to analyse the scope of which disaster risk reduction approaches are

effective through education in Haiti. This statement argues that it is the “act” that is

carried out to accomplish the objectives that cover the general research

methodology approach. In fact, without research methods that reproduce the

project’s aim, the objectives may not be fulfilled and the research considered

inappropriate to the project (Haralambos et al 2004).

It has been argued that research is primarily either qualitative or quantitative and

required primary and secondary research (Jonhson and Onwuegbuzie 2004). It has

further been argued that research paradigms contain various ranges of complex

research techniques that can be utilised independently or merged together (Moore

2000).

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Additionally Jupp (2006:248) stated that primary research includes producing new

information that will attempt to answer the question from the research project. In fact,

Curwin (2004: 285) stated that primary research should produce up-to-date data. In

contrast, secondary research involves the processing and interpretation of existing

data from academic work (Jupp 2006: 474). Although the use of data already

collected saves time and could however not be up-to-date (Curwin 2004: 285).

Therefore the use of both primary and secondary research was deemed appropriate

for the purpose of this research.

In regards to qualitative and quantitative research, Higgins (1996) states that both

are located at the end of the sociological research methodology spectrum.

Quantitative research has its roots in natural science paradigm thus resulting in

mainly numerical and statistical data. Quantitative methods are also known to be

closely linked to positivism and the belief that data should only be gathered if it can

be impartially examined and categorised. As a result it only involves either laboratory

or field experiment and is highly precise. Due to the well organised structure, it

allows the possible elimination of randomness of results in contrast to qualitative

methods which is largely inductive. Nevertheless the accurateness of quantitative

research is dubious in relation to social based research into the effectiveness of risk

reduction approaches though education (Adams 2004: 10-15).

However, a qualitative research method is a humanistic approach, focusing upon

bias and it is centred on the overall process of carrying out the research rather than

only the results (Sarandakos 1993). This method is deeply rooted in emotion,

expression, language and believes that there is a relationship between a person’s

social structure problems, attitudes and behaviour (Shostak 2005). As a result this

qualitative research would seem to be suitable for this investigation regarding the

DRR approaches through education. Furthermore the data to be analysed is rooted

in a person’s single instinctive and biased empirical way of thinking (Bryman 2001).

In addition this research centred on the emotive sense and analysis of

circumstances from a social and mental perception instead of causalities. Therefore,

qualitative methods appeared to be more suitable for fulfilling the aim and objectives

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of this research. However, it was decided that the use of quantitative methods would

be lacking the collection and dissemination of human behaviour in this research.

It appeared that both quantitative and qualitative approaches have their strengths

and weaknesses. While quantitative approaches can provide static pictures which

allow the identification of potential outline regarding DRR approaches and

organisation of society (Brewerton 2001), Qualitative approaches of research offer a

much deeper comprehension of the procedures implicated in the determination of

multifaceted and dynamic responses of the efficiency of DDR through education in

Haiti (Bryman 2001). Therefore, for this research primary and secondary research

methods have been utilised and grounded within the qualitative research paradigm

via the use of interviews thus facilitating the process of which influence and create

these persons beliefs and attitudes (Harlambos et al 2004).

The following section will discuss the methods reviewed and used in the collection

and analysis of data for this investigation as well as the considerations needed in the

selection and application of these research methods.

3.3 Literature Review

An investigation cannot be carried out in isolation from academic studies. Therefore

reviewing literature seemed to be appropriate gathering background information in

order to gain a better understanding of the contextual situation of the research

undertaken with other academic studies (Higgins 1996). Through compiling a

literature review, boundaries have been established thus limiting the lack of details,

vague conclusion and perhaps leading to the abandon of the research (Moor 2000).

Secondary data needed to be gathered in the shape of qualified peer assessed

journals also known as ‘white literature’ in combination with a various range of

published risk reduction policies articles or ‘grey articles’ (Walliman 2006).

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Additionally academic journals were acquired from the University library and the

British Library in London. Concerning online journals, Google Scholar internet search

engine and the online database provided by Coventry University were used.

Furthermore the United Nations International Strategy for Risk Reduction kindly

offered various range of academic papers, from their personal database for this

research only. However the ‘grey literature’ (Wimmer and Dominick 1997) utilised in

the research was not academically peer assessed nonetheless it allowed up-to-date

data on disaster risk reduction approaches and the results of seminars and

conferences. Therefore, in order to use this secondary data, a first analysis had to be

conducted with the investigation in mind. Additionally it appeared logical to

implement data triangulation in order to gain precise observations. The triangulation

of data involved the corroboration of both primary and secondary data gathered as

shown in figure 3.1 (Moran-Ellis et al 2006: 45-59). Therefore, this study did not only

adopt a qualitative approach but also attempted to attain a wide-ranging base of data

representation.

Figure 3.1 Triangulation of data (Watershedplanning 2012)

It seemed that the use of ‘white’ and ‘grey’ literature was not close to each other

nevertheless resuming both overall DRR approaches and DRR ideologies enabled

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the research to identify precise limitations. As a result, interviews were conducted in

order to analyse and discuss the project as a whole.

The following section will discuss the methods used for the collection of primary

data.

3.4 Primary Data Collection Methodology

In order to expand a rational analysis of DRR approaches through education in Haiti

an in-depth comprehension of the roles stakeholders play in DRR in Haiti and the

meaning behind these roles were needed. Therefore, the use of qualitative methods

in the form of questionnaires was undertaken.

3.4.1 Structured Interviews

Structured interviews were the main methods utilised in order to confirm data and

point of views. The use of structured open interviews was summoned to be a

dominant data-gathering instrument by the investigators (Myers and Newman 2007)

but not with its boundaries (Bell et al. 2000). Additional interviews were consequently

conducted with persons from organisations with relevant information regarding the

areas of research, predominantly those who perhaps have had relations with the

implementation of DRR in Haiti.

An important consideration was made in regards to avoid interviewing disaster-

affected people who are mainly Haitians because of the sensitive nature of some of

the necessary research, as that concerned with interviewing refugees and people

who are mentally and physically unstable. Additionally, participants were not asked

any personal questions; comprehensible guidelines set out by Coventry University

were strictly followed in regards to ethical methods and suitable subject of research.

The researcher decided that information would be gathered from a wide spectrum of

participants engaged with DRR in Haiti. The contributors were selected regarding

their ability to provide an official view of the organisations as well as adding their

individual views throughout the interviews. Therefore in order to establish which

organisations were to be chosen as participants for this investigation, non-

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governmental organisations that were suitable met the essential criteria to contribute

to this investigation. The criteria for this project were that they were part of policy

making, acting in Haiti and based on having an office in Europe.

The choices of respondents for the interviews were managers or employees who

worked in DRR in Haiti. Although only six research interviews (A, B, C, D, E, F) were

conducted due to lack of time, they ought to provide knowledge on DRR approaches

through education. In regards to this investigation interviews were chosen above

focus groups because of the fact that there are many organisations working on DRR

in Haiti and internationally. For practical reasons, organisations selected were based

in Europe in order to meet each participant. Although meeting each participant was a

must in order to analyse bias and patterns, it would have been interesting to gather

together various organisation representatives thus enhancing the development of

interesting debates and outcomes. However for practical reasons it was appropriate

to take them into consideration when selecting research methodology (Haralambos

et al 2004).

In order to determine the first organisation to be chosen for this project, online

research was conducted to find out the main policy makers regarding DRR and who

implemented DRR projects in Haiti. From this research, the UNISDR was selected to

partake in this project. Due to the large size of this bilateral organisation, a sub

sample of the whole organisation was created using the criterion set at the start

which was to be based in Europe, part of policy making and acting in Haiti. The

Italian National Platform for Disaster Risk Reduction was selected because of their

relevance to the project. Three employees were chosen to be interviewed thus

gaining a better understanding of their roles within DDR through education in Haiti.

The selection of three employees was to diminish the bias correlated to merely

interviewing one employee. The three employees were selected by using a sampling

technique which will be further discussed later in the chapter.

In order to decide on the second organisation to participate in this investigation, a

different approach was used. In fact, in order to gain a broader view on DRR

approaches, the investigator decided to select a United Kingdom based organisation

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and that has been academically and professionally peer assessed. From these

criterions an organisation known as Practical Action was chosen due to its

practicability and availability. Three employees were chosen to be interviewed by the

researcher using a stratification technique. Therefore, the results from the interview

were counter assessed as the researcher had both points of view to triangulate

them.

Haralambos et al (2004) argued that the use of stratification in order to select

interview participants within an organisation is appropriate when doing active

research. In fact as the purpose of this project is to investigate the effectiveness and

roles of stakeholder within DRR through education in Haiti, the investigator has

deemed that the most suitable method to facilitate the analysis and discussion of

organisations focused on DRR approaches in Haiti and around the world. This is in

accordance with the general project aim which is to seek gathering and examining

the scope of the effectiveness of DDR approaches in Haiti.

In order to gather data, each organisation had to be contacted, therefore preliminary

contact was made through the use of Skype in order to gain contact information for

the most appropriate persons. Following the initial call, an opening email

accompanied with a covering letter (see appendix 1) and an informed consent form

written by following the Coventry University format (see appendix 2) were sent.

When the potential participants agreed to be part of the research, a sheet including

the interview questions was sent via email (appendix 3). After deliberation,

appointments were made for interviews in regards to the subject mentioned in the

questionnaires. Finally before each interview, verbal and written declaration of

confidentiality was once more given to all participants and in order to restore

confidence that any information divulged would not cause them any threats.

Furthermore, they were notified that they could leave the investigation at any time

without penalty.

As a further move away from the choice of conducting interviews over surveys, the

desired methods of gathering primary data was based on numerous reasons. The

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overall aim of this study was to gather and analyse bias and patterns which could not

have been done with surveys. Furthermore, Henderson (1990:56) argued that a

usual response rate for surveys is roughly 20-30%, which would have required a

larger quantity of surveys to be dispatched than possible in the context of this

investigation.

3.5 Sampling techniques

It might perhaps be probable to deduce from the topic of this investigation that a

casual sample proposed to characterise people as a whole would not have been

suitable to the aim and objectives of this project. On this basis Marshall and

Rossman (1995) proposed a site-specific sample. Therefore this has affected the

choice of organisations (Practical Action and Italian Platform for Disaster Risk

Reduction). Many academics consider Site-specific sampling as a character of

purposive sampling which is widely accepted to be part of qualitative research

(Bryman 2001).

In addition to this, data was sought out via the use of “snowball sampling”

techniques. People who were judged to have relevant connection, consequently

detaining valuable information regarding the research were asked to share them if

possible. Padget (1998:52) admitted that qualitative research samples are intended

to “saturate” investigators with data in relation to their selected theme. Additionally

conducted investigation established the restrictions of suitable and ethical sampling,

equally significant considerations in the efficient achievement of well-structured

researches

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3.6 Ethical considerations

It has been broadly acknowledged that any research project involving the interaction

with people has to be executed in an ethical way. Ozerderm and Bowd admitted that:

“ethical concerns could be identified as those which might have an impact on the

physical and psychological wellbeing of respondents as well as such considerations

as those related to their dignity, privacy and respect.” (Ozerdem and Bowd

2010:266)

In a logical way it would seem to deem that the area of this investigation concerning

the effectiveness of DRR through education on people from Haiti, carried out in an

unethical way could put susceptible individuals at risk.

Additionally, from the subject covered by this research it might appear that there

were areas of substantial sensitivity to take into consideration. As a result ethical

consideration had to be taken for the success of the development of this project prior

to the implementation of the investigation, a project proposal was fulfilled in order to

highlight potential issues and explain the appropriate methods that would be

necessary to carry out the research.

Following the project proposal, informed Consent forms were dispatched to the

participants and entire confidentiality was guaranteed. According to Padget

(1998:38) qualitative research is not capable of assuring anonymity because the

participant is known to the investigator. Nevertheless the identity of the person

interviewed should not be exposed under any circumstance, thus maintaining

confidentiality. Additionally, in regards to Coventry University’s code of conduct, all

participants were over 18 years of age and all acknowledged that they could

withdraw from the research at any time. Therefore it was stated with confidence that

all the data gathered and analysed was morally and ethically approved as the

participants had no reason to feel threatened.

After looking at ethical considerations that were made for this research, the following

section will discuss the limitations and scope of the investigation.

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3.7 Limitations and scope of the Research

According to Wimmer and Dominick (1997:85) qualitative research is effectual

merely when its limitations are acknowledged. Therefore to give justice to this

research, several features have already been recognised:

3.7.1 Language barriers

When involving people from different countries language was a challenge therefore it

was a good idea to raise concerns about it. While translating, significance of the

discussion can be lost and perhaps the approach of expression utilised as well as

expressions commonly used in one country might provide diverse meanings in

another. Additionally body language which is heavily used in Italy to express yourself

might be different from the one used in the United Kingdom. The manner things are

presented in one country might be interpreted in a dissimilar way in another.

Consequently these latent challenges had to be diminished thus providing a more

rational study. Although all interviews were conducted in English (UK), a professional

translator was requested in order to both clarify and interpret the questions and

answers given if it was necessary.

3.7.2 Reliability

According to Breakwell et al. (1995:238) participants may not perhaps be honest and

there is also a human predisposition to hear what one wants to hear. Therefore in

order to imitate any inaccuracy the researcher used a process of data triangulation to

validate all results as implied by Ellis and Bochner (2000:18).

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3.7.3 Objectivity

Regarding the nature of the approach, the results were subjected to the bias in

regards to the investigator’s interpretation (Higgins 1996). Although interpretation is

an essential instrument to analyse data collected from interview, probable bias is an

inevitable feature of the investigation project because of the influence upon the

investigator for instance culture and positionality. Consequently for the purpose of

this research, the positionality of the investigator has been accounted and any bias

related as long as it was possible.

3.7.4 Time and resources

Time and resource have always been one of the main limitations when conducting

an investigation such as this one. Swetnam (2010:8) mentioned that any

investigation could profit from unlimited time and resources, consequently this

research was controlled by a short timescale for every phase until the finishing point.

Although the subject of investigation was not neighbouring the investigator,

throughout keeping in mind the aim and objectives of the study the project was

managed successfully. Thus avoiding it to over-reach and fail to complete

The following section will discuss the methods used for the data analysis.

3.8 Research analysis.

The core approach used to investigate qualitative data was the comparative

approach. Moore (2000) states that this method engages the comparison of

numerous Disaster Risk Reduction approaches and is often utilised to expose the

root causes of activities carried out. Furthermore it is frequently involved in the

combination of both primary and secondary data (Haralambos et al. 2004).

Regarding this research the primary data was used along with the secondary data of

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various academic sources such as the DRR centre of Kyoto in Japan in order to

analyse questionnaire results. Through the involvement of the secondary data

additional data was available to analyse therefore it diminished the chances of

coming across bias from only one organisation.

As a result the HFA framework facilitated the use of a comparative approach devoid

of the prejudice that might be shaped from criticising two of the organisation

approaches in opposition to the other. Through the use of this framework it

guaranteed that both organisations are analysed in the identical method and way

that if the investigation was to be carried on in the future that the similar investigative

method may perhaps be applied. Via the involvement of the HFA framework into

data analysis procedure, it enabled various triangulations to take place, thus

boosting the self-assurance of any research answers (Bryman 2001).

3.9 Conclusion

In conclusion this chapter discussed a range of methods from research related to

primary and secondary data. Additionally, existing issues associated to those

methods have been raised as well as the choice of suitable methods for this project.

Furthermore, those methods have been critically discussed thus to gain a better

understanding of the current trends. Therefore, it enabled a better understanding of

the compound factors involved in disaster risk reduction through education in Haiti.

As the aim of the research was to investigate approaches of DRR through education

in Haiti n order to understand its important role in sustainable development at the

present time and also why it is the way to a better future in developing countries

such as Haiti. As a result, various methods have been implemented to gather explicit

information correlated to the topic of investigation and will be discussed in chapter 4.

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Chapter four: Results and Discussion

 

4.1 Introduction

Prior chapters in this investigation have helped to gain a better understanding of the

concepts of DRR in education and have also explained numerous means of

gathering and assimilating data. This chapter is the product of the investigation that

has had thorough consideration.

This chapter aims to analyse and discuss in details data gathered throughout the

project in order to understand the important role of DRR education in sustainable

development at the present time and also why it is the way to a better future in Haiti.

4.2 Discussion and Analysis of Research Findings

Six semi-structured interviews were planned targeting key DRR practitioners from

bilateral organisation and numerous NGOs involved in Haiti. Out of these, 100%

were accomplished. 80% of interviewees were from NGOs and 20% from bilateral

organisation. 55% of interviews were policy makers and 45% were planners and

implementers.

4.3 DRR within Education systems

Interviewees were asked to state what constitutes DRR within education systems.

70% of interviewees mentioned:

Youth participation

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Knowledge

Training

First aid

Empowering youth and community

School Safety

30% responded:

Hyogo Framework for Action

Millennium Development Goals

Good practices

Education for sustainable development

From the results it can be seen that the interviewees have a broad knowledge of

DRR education and that those practitioners and policy makers have different points

of view on what should constitute DRR education. It is important to highlight that

70% of respondents were planners and implementers which could explain why such

specific and practical views have been used in comparison to the other group who

were policy makers. These findings tend to confirm the UNISDR (2007) report that

DRR education is perceived differently according to the role of stakeholders in Haiti.

4.4 Role of Education in DRR

After establishing what constitutes DRR education, it was essential to find out to an

extent from practitioners if education plays a role in DRR. Interviewees were

therefore asked to describe and discuss how they felt regarding connections

between DRR and education. School plays an important role in raising awareness

among pupils (85% of respondents), and students represent the future (73%), these

were the main answers (Figure 4.1). Additionally practitioners mentioned that these

results led to transferrable knowledge to parents and community, involvement in the

context of disasters and increase resilience.

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Figure 4.1 Results of Role of Education in DRR from practitioners

 

4.4.1 Interview results on the role of education in Disaster Risk Reduction in Haiti

Interviewees were similarly asked to explain any roles education plays in DRR.

Amongst many statements interviewees mentioned that education plays a crucial

role in knowledge growth regarding the perception and comprehension of disasters:

“School plays a vital role in increasing consciousness amongst scholars,

educators and parents” (Practitioner B).

Other practitioners also agreed with the above that education in DRR allow both

children and adults to develop an understanding of risks. Commenting on this

Practitioner D stated that:

“DRR education supports communities to gain a better understanding of

natural and environmental conditions as well as human activities that lead to

32%

28%

22%

18%

Role of Education in DRR

Raise Awarness

Student represent the future

Transferrable knowledge

Involvement in the context of disasters

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disaster in order to stimulate advocacy and also create changed within

individual behaviour.”

Although education plays an important role in DRR, some practitioners argued that

education focuses mainly on natural hazards rather than encouraging them to find

solution, Practitioner A commented on that:

“Haitian Schools focus only on hazards, meaning that teachers teach about

floods, earthquakes and even volcanoes that occurred in other countries at

different times and involving different people.”

On the same point Practitioner E stated that:

“Haitian schools should not only teach natural hazards but should support

children and adults to develop their own solution therefore empowering them.”

The statements above agree to what is highlighted in Haiti’s Red Cross report (Croix

Rouge 2010) that education in all walks of life encourages self-awareness and

empowerment at a certain extent.

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4.4.2 Impact of Disaster Risk Reduction within Haitian Education

Alongside the role of education within DRR, interviewees pointed out that numerous

approaches were used to integrate DRR at school and they all had different impacts

on communities. In such cases communities were positively affected and some

suffered from the choice of approaches implemented within the schools. On this,

Practitioner C mentioned that:

“There are hundreds of different ways of implementing DRR at school

however only a few are deemed to be successful regarding the empowerment

of children and adults as well as making them aware of the potential risks that

surround them.”

It is noteworthy that most interviewees argued that the choice of approaches can

have an important impact on education and therefore the community. In this sense,

education is subjected to the choice and will of practitioners. Furthermore,

practitioners involved in Haiti seem to be concerned about the impact of DRR on

Education:

“It is really hard to implement an idea that is not accepted by the community

itself. The government tends to leave out the educational sector thus leaving

small windows of opportunities to change.”

In the same perspective, Practitioner B commented that:

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“Although Education is considered as a gate way for Haitian people, the lack

of resources and funding diminish their chances of attending school. Very little

is done in regards to involving every member of the community.”

4.4.3 Disaster Risk Reduction Education and Indigenous Knowledge

On a different note to the impact of DRR approaches in education on people, one

interviewee stated that:

“Indigenous knowledge or also known as informal education has significant

positive impacts particularly where people have learnt to live with natural hazards;

they share it together and increase their capacity building.”

The description of local knowledge in this context entails some interesting

possibilities to involve it within education. Additionally Ellen and Harris (2000) argue

that the work ‘indigenous’ involves a split of ‘us and them’ including two different

knowledge structures working against each other. On the other hand this calls for the

comprehension of formal education. According to Norland (2005: 6-12) formal

education is the education provided in the system of schools and involves both

formal and indigenous knowledge. In this perspective DRR implemented at school

becomes vital in local education (UNISDR 2011). Additionally, Talero (2004)

suggests that formal education should entail recognition of numerous type of

education. This statement can argue the legitimacy of ‘us and them’ even though

many of the interviewees mentioned that there is a strong divide between both

formal and informal education in Haiti.

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4.5 Importance of Disaster Risk Reduction incorporation in indigenous Education policies and programs

Upon finding the roles, impacts and outcomes of DRR in Education, interviewees

were asked their opinions on the importance of incorporating DRR in informal/

indigenous education in Haiti. Practitioners whose programs did not incorporate DRR

in informal education were asked to state if indigenous education should be

incorporated (figures 4.2) and if the current programs and policies incorporate

informal education (figure 4.3).

Figure 4.2 Practitioners View on incorporation of DRR in Informal Education

98%

0%2%0%

Should DRR be incorporated in informal Education?

YES NO DON'T KNOW

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Figure 4.3 Practitioners response on Programs/Policies with or without informal education incorporation

 

These results show that there is a general consensus that informal education is

extremely important and must be considered in disaster risk reduction policy and

programs. On this Interviewee C mainly stated:

“DRR must be tackled from different angles, yes it should be

incorporated. Unfortunately there are many limitations to it such as lack

of resources to do so. Perhaps this is something that should be

considered in the future.”

Furthermore it was noticed that 67% of interviewees did not incorporate DDR in

informal education or did not know whether they did or not (figure 4.3).

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4.5.1 Lack of incorporation of Disaster Risk Reduction in Indigenous Education

Following this, the interviewees were asked to state and explain the impact of

incorporating DRR in indigenous knowledge. There were several answers but some

particularly disclosed that they felt it was not their accountability. Interviewee F for

instance, mentioned:

“It is not our concern; there are numerous other agencies which focus

on utilising local knowledge as DRR plans.”

In addition to this statement, a noteworthy number of interviewees recognised that

the incorporation of DRR in indigenous education was disregarded as evidenced by

interview D: “it is taken for granted.”

In regards to the lack of acknowledgement about the incorporation of DRR in

indigenous knowledge from more than half of the interviewees can involve many

issues. The findings showed that 67% of practitioner’s policies did not incorporate

DRR in informal education or did not know about it, is troubling. Perhaps the lack of

funding and donor’s choice of where the money goes is part of the problem. On this

interviewee A stated:

“Donors are the main decision makers in any of our programs; our role

is to make sure that our plans comply with what they want to see.”

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Leaving out indigenous knowledge from DRR does not seem to be a choice from the

practitioners’ opinion which seems to relate to Practitioner D’s assertion that

indigenous knowledge is taken for granted as there are not any policies and

programs in place.

4.5.2 Suggestions of Indigenous Knowledge incorporation

Interviewees were then encouraged to provide explanations on how indigenous

knowledge should be incorporated in disaster policies and programs. Commonly

interviewees felt that indigenous knowledge should be incorporated at all stages of

DRR as interviewee B stated that:

“Indigenous knowledge should be part of risk reduction programs as

people already have the information but we don’t.”

Nevertheless various others felt that it should be incorporated into the development

stage. Interviewee E stated:

“Indigenous knowledge is the golden egg of development; it should be

part of the development phase.”

Furthermore a different interviewee also suggested that indigenous knowledge

should be incorporated within various development activities. “A good practice

approach would be beneficial, so that if it would be in health or water and sanitation,

it should also be applied to disaster risk reduction” (Interviewee C).

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The above propositions are highly pertinent to Haiti scenario being one of the least

developed countries in the world. This perspective on education complying with

development agrees with what UNESCO (2010) mentions as a “perplexing link”

between education and development. In addition to this, Schiper and Pelling (2006)

agreed with the above statement by arguing that new links need to be explored

between DRR and development in order to move toward sustainable development.

Additionally some interviewees stated that indigenous education incorporation

should be made clear as to what levels it should be implemented.

4.5.3 Current informal education incorporation approaches

Interviewees who responded with a ‘yes’ about their programs and policies

incorporating DRR in indigenous knowledge education were asked to explain further

their thoughts on how it was addressed. It was highlighted that a capacity building

through the training of teachers and community representative was implemented as

interviewee E suggested:

“We help the teachers to gain better awareness of risks through

seminars and we also involve members of the community in Haiti for

instance women but also anybody who is willing to join.”

Equally interviewee F stated:

“Capacity building is our main approach when implementing DRR in

education, it allows the people to empower themselves through

information they already have.”

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While these approaches are appreciated, they seem to tackle only explicit areas.

Emphasis should be placed on to significantly and holistically engage in the other

areas.

4.6 Disaster Risk Reduction and the education system

After establishing indigenous knowledge importance, impacts and incorporation in

disaster policies and programs, participants were asked to identify any evidence of

disaster education through formal and informal education systems in Haiti. Figure 4.5

presents the findings.

Figure 4.4 Results of identification of disaster education through formal and informal education system in Haiti

The results shows that practitioners have identified many evidences as indicated by

a ‘yes’ response rate of over 80% on most of the evidences. However it seems that

school trips is not widely acknowledged or implemented as shown by a 43% of ‘yes.’

0% 20% 40% 60% 80% 100%

Trainings

Hazard awareness

School trips

Risk comprehension/awareness

YES

NO

NOT SURE

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4.6.1 Risk awareness in formal education

83% of interviewees mentioned risk awareness due to presence of it in the Haitian

school curriculum. However as interviewee A stated:

“Children are taught at school the effects of cholera or where they

should drink or not drink. The problem is not the presence of risk

awareness but how it is taught. Teachers have not got enough

knowledge to provide pupils with a full understanding of the risks. They

only teach the effects and not the causes; thereby it gets harder to

figure out solutions to the causes.”

Furthermore, some interviewees noted that the education system’s approach did not

provide sufficient hours to risk comprehension and awareness. Interviewee B

highlighted that:

“Formal education in Haiti does not consider risk reduction as priority

number one, people need a job after school and the main jobs are

either in computing or finance. The curriculum therefore focuses on

modules which will enhance the necessary skills.”

Risk awareness empowers children and helps build not only their capacities but also

community’s capacities through friends and families (UNISDR 2007). Risk

awareness is part of DRR and can be affected by numerous factors such as lack of

commitment from the stakeholders in this case the government. Nevertheless Petal

(2009: 285-320) the undermining issue causing the lack of commitment is ironically

due to lack of awareness from the government bodies. According to Vaughan et al

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(2003: 12) if ministries and teachers were aware of the importance of risk awareness

at school this would help the move forward the incorporation of a decent risk

reduction platform in the curriculum.

4.6.2 Disaster Risk Reduction through informal education

43% of interviewees mentioned the presence of school trips in the Haitian school

curriculum (Figure 4.4). In order to find out more about it, participants were then

prompted to explain why they said ‘yes’ and also if this particular approach benefited

pupils. On this it was noted by interviewee E that:

“Town-watching has been implemented recently at school in Port au

Prince. Children are encouraged to go outside school as a group and

try to identify problems and try to come up with solutions. This

approach helps not only the children but also adults to realise unsafe

places and factors that might trigger a disaster.”

Additionally, another interviewee highlighted that:

“This Disaster Risk Reduction approach is necessary in a country such

as Haiti that is frequently challenged by natural hazards. The positive

point about this approach is that it is student led, teachers only

overview the activity which makes it more realistic and students learn

better from each other” (Interviewee C).

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It seems that this approach benefits children and communities nonetheless. In order

to evaluate this approach participants were then asked to express their opinions on

whether this approach was successful or not (Figure 4.5 presents the findings).

Figure 4.5 Practitioners and Policy makers Views on the Town watching approach

The results show that there is a common divide between both practitioners and

policy makers. Most of the policy makers responded that this approach needed

improvements (32%) whilst the practitioners said it was successful (26%) and it

should be integrated within the national curriculum (42%). On this interviewee F

essentially noted:

“By working with schools and communities we have seen positive

changes in their behaviours. This approach helped students and

communities to build their own capacities through identifying risks

surrounding them.”

Successful26%

Nationalisation of the approach

42%

Improvements needed32%

Does not work0%

Evaluation of Town Watching approach

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Equally interviewee D highlighted:

“This approach created links between schools and communities, the

knowledge from students was shared with community members and

through their indigenous knowledge adults were also contributing to

finding causes and solutions. Therefore this approach should be

implemented at a national level in order to benefit everyone.”

On the other hand interviewee A stated:

“This approach does work however in order to make it better

improvements would have to be made. Teachers for instance would

need decent trainings to be more efficient. Additionally this approach

should be expended to mountain Watching and also Coastal Watching

to make pupils and facilitators aware of their environments at a national

scale” (see figure 4.6).

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Figure 4.6 Framework of the Regional Watching: Understanding the River Basin (Interviewee A)

 

The statements above agree with the UNISDR (2007) report which argues that

disaster knowledge taught at school is important but is insufficient to raise

awareness. In response to this the Coalition Global School Safety and Disaster

Prevention Education (COGSS 2008) states that education is crucial as the sharing

of information among the communities. However in order to make classroom lectures

more efficient and encourage pupils to learn more, non formal experience and

activities oriented combine with community participation should be incorporated as

shown in figure 4.6 (UNESCO 2010). Nevertheless quality of information delivered

was notably a concern. One interviewee mentioned that quality of information is an

issue on its own; the lack of enthusiasm in learning more about disasters is common

in Haiti. People do not want to know how it occurs but what to do after the disaster

happened.

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4.7 Disaster Risk Reduction Frameworks and education

Interviewees were identically asked to state what frameworks they used if any to

implement DRR through education in Haiti and also to explain why they used one or

not (Figure 4.6 presents the findings).

Figure 4.7 Interviewees choice of framework to implement DRR through education in Haiti

 

The results show that most of the practitioners and policy makers (90%) use the

Hyogo Framework for Action as main tool to implement projects and create new

policies. Nevertheless 10% of interviewees stated that they use other types of

frameworks. It is important to highlight that the 10% represents an NGO which

creates its own policies, frameworks, approaches and plans.

On this interviewee E noted:

“Through the use of the HFA practitioners and facilitators have a

common ground to step on. The HFA priority for action 3 allows us to

0 20 40 60 80 100

HFA

Others

Yes

Don't not

None

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work with government bodies in order to make Disaster risk reduction

part of the formal curricula.”

Equally Interviewee B stated:

“The HFA makes it easier for us to work within a cluster and try to

come up with solutions as a team. Additionally it encourages us to

promote extra-curricular and community based disaster reduction via

the implementation of activities out of school.”

However interview C highlighted:

“The HFA is a good idea to move toward sustainable development

nonetheless the use of grass root frameworks seems more logical to us

in terms of financial capacity.”

It seems that there is a tendency for policy makers to use the HFA and field

practitioners to use their own frameworks. In order to gain a more detail insight of the

topic interviewees were asked to state whether the use of the HFA or other

frameworks provided positive results at the local and national level (Figure 4.7

presents the findings).

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Figure 4.8 Success rates of HFA and other frameworks at a local and national level in Haiti

 

The results show that the success rate of the HFA is lower (40%) at the local level

than other type of frameworks used. However at a national level the HFA has a

higher success rate (43%) than other frameworks (10%). On this interviewee E

mentioned:

“Priority for action 3 is implemented at both national and local level with

positive results and outcomes from the schools and communities. Our

aim is not to provide one community the tools for capacity building but

to provide tools for everyone in the country.”

On the other hand interviewee C argued:

0

10

20

30

40

50

60

70

80

90

HFA Other frameworks

Local

National

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“Haitian people need to see changes now; they suffer from natural

disasters every year. They cannot wait any longer.”

Following these statements it would appear that both HFA and other frameworks

have their strengths and weaknesses. Additionally it becomes clear that there is a

gap between practitioners and policy makers by having different views on

implementing DRR through education. Collins (2009:227) advanced that the HFA

has helped to create an articulation within approaches and tie them together. Without

a doubt, most of the national measures have been structured according to the five

priorities. Furthermore, Sharma (2009) stated that the activities within the HFA

priorities do not always reflect a satisfactory comprehension of the implication of

those priorities predominantly in the case of the HFA Priority for Action 3. For

instance, according to Preventionweb (2011) in the priority 3, “Information, Education

and Communication (IEC)” plans were shaped to improve community awareness.

However Sharma (2009) argues that there is little or nothing on how to improve

awareness. As a result, this is a tendency that occurs frequently at the local and

national levels. On this Interviewee C agrees by stating:

“The HFA needs to be more practical and comprehensive for the

Haitian people. Using a grass root approach would allow a better

understanding of what people need rather than a generalised idea for

all.”

4.8 Conclusion

The research findings have revealed that the Haitian education system faces many

challenges.

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Furthermore it has been found that education in all walks of life encourages self-

awareness and empowerment to a certain extent. However the research has also

identified some gaps in regards to the incorporation of DRR into informal education.

It seems from the interviewees that there is strong lack of acknowledgement about

the incorporation of DRR in indigenous knowledge due to several issues such as

funding and implication of donors driven programs. The lack of awareness from

many stakeholders regarding the use of indigenous knowledge within DRR affects

the efficiency of approaches at school.

In addition to this the most notable issue is that the choice of approaches can have

an important impact on education and therefore the community. Additionally it has

been noticed that stakeholders involved in DRR face many challenges such as lack

of governance to encourage disaster education at school. Nevertheless, some

interviewees mentioned that there are programs that implemented extra-curricular

activities which appear to have positive outcomes from the students and the

community. However because of a lack of commitment from the Ministry of

education limited hours are provided for it and facilitators’ lack of trainings in order to

deliver better insight in the causes of disasters.

The research findings have also acknowledged that there are gaps between

practitioners and policy makers regarding the choice and use of frameworks. The

HFA seems to be widely used by policy makers and organisations which have the

financial capacity to implement it when practitioners prefer to use their own

frameworks arguing that the HFA is not practical and does not tackle the risk

awareness.

The following chapter will summarise the research study. Furthermore it will draw

conclusions and recommendations for disaster practitioners and policy makers in

Haiti. Additionally research limitations will be explained and further research areas

will be suggested.

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Chapter 5: Conclusion and Recommendations

 

5.1 Introduction

This chapter will conclude the research that has been carried out, which was

conducted in order to answer the aim of this research. Additionally it will state and

explain the limitations of the investigation. Furthermore a closing statement will be

made to provide an end to this research, which will incorporate the

recommendations.

In order to give justice to this research, the overall aim was to investigate Disaster

Risk Reduction approaches through education in Haiti. Also to complete the

research a set of five objectives were drawn as stated below:

Explore the history and role of disaster risk reduction through education.

Evaluate the impact and range of disaster risk reduction approaches within

education in Haiti.

Analyse the roles played by stakeholders in disaster risk reduction through

education in Haiti.

Make recommendations for disaster practitioners and policy makers in Haiti.

5.2 Conclusion

This research has investigated and emphasised the significance of DRR through

education in Haiti. Although practitioners involved in Haiti recognised this

importance, disaster education is not being effectively addressed. This might give an

indication of parallel circumstances in most Least Developed Countries (LDC).

The literature review conducted in this study demonstrated that research on DRR

through education has mainly concentrated on hazard awareness, yet implication of

DRR in education is distinctive and various. This research expanded the

investigation to numerous approaches and frameworks implemented in Haiti as well

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as proposing a directive for incorporating DRR through education in policies and

programs applicable to areas with none or limited DRR in education.

The research study disclosed a number of issues on the incorporation of different

types of education within DRR. It was highlighted by Solomon (2003) that the

appliance of risk reduction in education is more flourishing through action-oriented

and experience based activities rather than centred on natural hazards such as

teaching about floods and earthquakes that occurred in different place, to different

people and at different times. Interviewees noted that town watching was one of the

main extracurricular activities in Haiti. They also argued that Practitioner’s

experiences pointed out that Government bodies showed a lack of commitment to

integrate DRR as part of the education system. This resulted in poor trainings of the

facilitators therefore not providing relevant disaster information to children at school.

The research also highlighted that DRR through education should not be solely

teaching risk awareness and natural hazards but should support people to discover

their own solution and their own power (European Commission 2007). On this the

investigation also revealed that despite teaching risk awareness at school

practitioners felt that there was not enough time dedicated to it. Additionally students

were only taught the effect of natural hazards but were not taught the causes of it in

order to take on intervention strategies to reduce disaster risk. This observable fact

appears more common in many less developed parts of the world as also highlighted

by Coppolla (2007). It was also found that communities which had learnt to live with

natural disasters developed limited indigenous knowledge such as knowing only

what to do after a natural hazard occurred rather than gaining an understanding of

the root causes thereby developing solutions to reduce their vulnerability.

The research also revealed that choice of approaches and frameworks affected the

outcomes of projects thereby delaying the move toward sustainable development.

Furthermore many argued that programs were for most donors driven which raised

limitations to the incorporation of DRR into indigenous knowledge. It appeared that

there was a strong gap between both practitioners and policy makers through their

opinions. Policy makers believed that the use of the HFA was the solution to

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implement DRR through education according to priority for action 3 whilst

practitioners argued that the use of ‘private’ frameworks had more positive outcomes

at a local level due to grass root approaches.

5.3 Limitations

This piece of writing was successful in achieving the aim, but merely in regards to

the three organisations chosen for the study. Even though the results have brought

positive outcomes, the research project does not fully encompass the whole DRR

agencies. Additionally it did allow the analysis of information regarding the

approaches of DRR through education in Haiti. Although the investigation identified

evidences of DRR approaches implemented in Haitian schools in the selected

agencies, further research would have uncovered the full extent of the topic.

The research gathering process and analysis were flourishing to a certain degree in

allowing the investigation aim to be achieved. However the project would have been

proven more successful if the primary data collection would have been from Haitian

communities. Further to this the research has been carried out in Europe and

perhaps illustrates western opinions rather than Haitian point of views.

Furthermore, further areas of studies could not be investigated completely as a result

of not being able to interview local stakeholders among the Haitian community. It is

undoubtedly sure that more data could have been gathered and further discussions

would have emerged.

After identifying the limitations of this piece of writing, the findings disclosed some

key issues which have helped drawing recommendations for policy makers and

practitioners.

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5.4 Recommendations

Upon the findings, this investigation recommends the following:

Policies and programs should address the importance of DRR through

education in Haiti.

Policy makers and practitioners should work closely with the government in

order to emphasise the positive outcomes of teaching DRR at school.

Indigenous knowledge and extracurricular activities should be strengthened

and incorporated within DRR approaches and programs.

Formal education system should be linked with other forms of education as

informal and non-formal education.

5.5 Closing statement

In conclusion this research has proved true to the aims and objectives mentioned

primarily. It has revealed precious data regarding Disaster Risk Reduction through

education in Haiti. As a result of the investigation it would appear therefore that there

are evidences of DRR at school to a certain extent. However there seems to be no

evidences of government policies encouraging children to learn more about disaster

risks. Additionally the various approaches used seem to point out a strong lack of

commitment from numerous organisations in regards to DRR through education

specifically in Haiti. Although the creation of the HFA was meant to emphasise the

importance of teaching risk reduction to children, political and donors driven

approach challenge this international agreement.

Therefore these findings could help to understand why such policies have never

been implemented at a national and local level in the past but also what are the

undermining issues of the lack DRR at school in Haiti.

In order to give justice to this research it would seem relevant to leave the last words

to the UNESCO:

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“If just a fraction of the millions rose to rebuild the country would have

been invested in disaster risk reduction education. The Haitian

population would have been prepared and thousands of lives would

have been saved from disastrous event” (UNESCO 2010).

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Appendices

Appendix 1: Covering letter

Coventry University 

Faculty of Business, Environment and Society 

Proposed Correspondence 

For Student Project 

 

The content of this letter might be subjected to alterations in regards to the type of organisations to contact.

Dear… 

 

My Name is Cyril Eicher, currently in my final year reading for a degree in Disaster Management Reconstruction and Development at Coventry University in the United Kingdom. 

I am currently working on a research project, which is to investigate the approaches of Disaster Risk Reduction through education in Haiti. 

From previous research I have acknowledged that your organisation is deeply involved in monitoring, developing and implementing risk reduction in disaster or as a sustainable tool.  

 You participation in this research project would be greatly appreciated. If you were to agree, I would be keen on interviewing you in person or via Skype. Thus I would: 

1. Present you with an interview guideline that I would use. 2. Present you with an information pack that would be composed of the outline of my research 

project, a few consent forms that I would need you to sign and email back to me. 3. Arrange an accommodating time for meeting you or talking to you thus to conduct the 

interview. 4. Meet you or phone you at the agreed time. I would be using the guideline during the 

interview and would also provide you with the questions if you would feel the need of adding additional relevant information to the topic. 

5. Keep your identity and the data that you would provide confidential and would ensure a high standard in terms of keeping your information provided in a safe place. 

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If you would like to find out more about the rights you deserve and the measures that will be used to ensure your anonymity and confidentiality, do not hesitate to contact me. 

I would like to express my gratitude for taking your time and aiding me with my investigation. I am looking forward to meeting and or speaking with you in the near future. 

 

Yours Sincerely, 

Mr Cyril Eicher 

Email: eichercyril@gmail.com / cyrileicher@hotmail.co.jp / eicherc@uni.coventry.ac.uk  

 

 

 

 

 

 

 

 

 

   

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Appendix 2: Consent Form

Coventry University 

Faculty of Business, Environment and Society 

INFORMED CONSENT FORM 

 

NAME OF STUDENT:       Cyril Eicher 

NAME OF UNIVERSITY SUPERVISOR:       Martin Nthakomwa 

COURSE TITLE:                                          BSc Disaster Reconstruction and Development 

TITLE OF RESEARCH PROJECT:            An investigation into approaches of Disaster Risk Reduction through education in Haiti. 

I would like to thank you for being a participant in my research. 

By answering these questions you are consenting to your data being used in my study. No records will be made of your name thus information is confidential. 

PURPOSE OF THE RESEARCH 

The aim of the research is to investigate approaches for implementing disaster risk reduction into Haitian education. 

 

PARTICIPATION IN THIS RESEARCH WILL INVOLVE 

An interview for the data gathering process. The process should approximately take up to an hour for the interview. 

 

FORESEEABLE RISKS OR DISCOMFORTS 

The risks are low and the interviewer will try his hardest to do not make you feel uncomfortable and will respect your point of view. 

WHAT WILL HAPPEN TO YOUR DATA 

Any data/ results from your participation in the study will be used by Cyril Eicher and Martin Nthakomwa as part of their project. The data will also be available to It may also be published in academic works, but your name or identity will not be revealed. 

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In order to keep your anonymity, data stored electronically will use participant codes so that you cannot be identified. The data will also be available by the department manager. 

If you have any questions or queries Cyril Eicher will be happy to answer them. If they cannot help you, you can speak to Martin Nthakomwa. 

If you have any questions about your rights as a participant or feel you have been placed at risk you can contact Dr Eleanor Parker, project manager. 

I confirm that I have read the above information. The nature, demands and risks of the project have been explained to me. 

I knowingly assume the risks involved and understand that I may withdraw my consent and discontinue participation at any time without penalty and without having to give any reason. 

 

Participant’s signature ____________________________________    Date _____________ 

 

Investigator’s signature ____________________________________  Date _____________ 

 

The signed copy of this form is retained by the student. 

A second copy of the consent form should be given to the participant for them to keep for their own reference. 

 

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Appendix 3: Interview Guide

Interview Guide 

Name of Organisation:                                                        Date: 

____________________________                                    __________ 

Participant’s Identification Number: 

________________ 

Type of Organisation: (i) Community (ii) National (iii) International 

1. What  according  to  you  constitutes  Disaster  Risk  Reduction  within  education systems?  

2. Explain  to  what  extent,  if  any,  do  education  systems  have  in  playing  a  role  for Disaster Risk Reduction? 

 

3. Would you explain whether DRR approaches are  incorporated as part of education formal or informal within Haiti? 

 

4. According  to you, what are  the  impacts of  incorporating disaster  risk  reduction  in informal/indigenous education?  

5. According  to you, what have been  the  impacts  if any of  incorporating disaster  risk reduction in informal/indigenous education in Haiti?  

6. As an organisation working in disaster affected areas, can you identify any evidence of disaster education through formal and informal education systems in Haiti? 

  

7. What frameworks have you used if any to implement disaster risk reduction through education in Haiti? 

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