Perera, S; Adeniyi, O; Babatunde, S O and Ginige, K (2018) Mapping built environment professionals' educational needs to international policy frameworks for disaster risk reduction: community stakeholder perspective. International Journal of Disaster Resilience in the Built Environment, 9(4-5), pp. 368-384. ISSN 1759-5916
Abstract
Purpose: Disaster risk reduction is prominent in the international policy agenda, and the year 2015 brought together three international policy frameworks that contribute to disaster risk reduction (i.e. the Sendai framework for disaster risk reduction, the Sustainable Development Goals and Paris Climate Change Agreement – COP21). However, there is a dearth of effort at identifying and aligning the specific educational needs of built environment professionals with the three policy frameworks. This is needed to facilitate the incorporation of the contents of the policy frameworks into built environment professionals' training. Therefore, this study aims to map the educational needs of built environment professionals with the core areas of the three international policy frameworks. Design/methodology/approach: This study utilized CADRE (Collaborative Action towards Disaster Resilience Education) research project outcomes alongside the earlier mentioned three international policy frameworks. A comprehensive desk review was done to map the educational needs identified in the CADRE project with the core priority areas of the three policy frameworks. Findings: The study revealed the educational needs that are significant towards an effective implementation of the core priority areas of the three international policy frameworks. Practical implications: This study would be beneficial to the built environment professionals involved in disaster risk reduction. They will be aware of the specific knowledge areas that would aid the successful implementation of the aforementioned three international policy frameworks. Originality/value: The outcomes of the study would be beneficial to higher education providers in disaster risk reduction and sustainable development. It has identified the knowledge and competency gaps needed to be bridged in the curricula to meet the demands created by the international policy frameworks.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | built environment; disaster resilience; disaster risk reduction; policy frameworks; professionals; sustainable development |
| Index terms: | mapping, methodology, climate change, disaster risk reduction, disaster resilience, sustainable development, sustainable development goal, built environment, Paris, implementation, higher education, project outcome |
| Subjects: | contractual arrangements, climate science, project completion, infrastructure and transport systems, environmental hazards, educational institutions, sustainable design, Geography, health safety and environment, spatial and geospatial analysis, research methods |
| Topics: | Urban Studies, Education, Health and Safety, Research Practice, Geographical Context, Project Management, Procurement, Sustainability |
| Descriptive scope: | 3 PCT |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here