Mapping built environment professionals' educational needs to international policy frameworks for disaster risk reduction: community stakeholder perspective

Perera, Srinath, Adeniyi, Onaopepo, Babatunde, Solomon and Ginige, Kanchana (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 1759-5908

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Abstract

Purpose – Disaster risk reduction is prominent in the international policy agenda and the year 2015 brought together three international policy frameworks which 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 professionalswith 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 maps the educational needs of built environment professionals with the core areas of the three international policy frameworks.

Design/methodology/approach – This study utilised 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 environmentprofessionals 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 in order to meet the demands created by the international policy frameworks.

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