Tài liệu Innovative approach in developing a disaster preparedness plan for primary schools in da nang city in the context of climate change

VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY NGUYEN THI HONG DUONG INNOVATIVE APPROACH IN DEVELOPING A DISASTER PREPAREDNESS PLAN FOR PRIMARY SCHOOLS IN DA NANG CITY IN THE CONTEXT OF CLIMATE CHANGE MASTER’S THESIS Hanoi, 2020 ii VIETNAM NATIONAL UNIVERSITY, HANOI VIETNAM JAPAN UNIVERSITY NGUYEN THI HONG DUONG INNOVATIVE APPROACH IN DEVELOPING A DISASTER PREPAREDNESS PLAN FOR PRIMARY SCHOOLS IN DA NANG CITY IN THE CONTEXT OF CLIMATE CHANGE MAJOR: CLIMATE CHANGE AND DEVELOPMENT CODE: 8900201.02QTD RESEARCH SUPERVISOR: Dr. TONG THI MY THI Hanoi, 2020 iii Pledge I guarantee that this thesis is my own research result and has not been published. The use of results of other research and other documents must comply with the regulations. Citations and references for documents, books, research papers and web pages must be on the list of references of the thesis. Author of the thesis Duong Nguyen Thi Hong i Table of contents Pledge ................................................................................................................................i Table of contents ..............................................................................................................ii List of tables ....................................................................................................................iv List of figures ................................................................................................................... v The list of acronyms ........................................................................................................vi Acknowledgement ..........................................................................................................vii CHAPTER 1. INTRODUCTION .................................................................................... 1 1.1. The necessity of the research ............................................................................ 1 1.2. Research objectives and research objects .............................................................. 2 1.3. The research questions and hypotheses ................................................................. 3 1.3.1. The questions of research ............................................................................... 3 1.3.2. The hypotheses of research ............................................................................. 4 1.4. Research location................................................................................................... 4 1.5. Literature review ................................................................................................... 7 1.5.1. Theoretical basis ............................................................................................. 8 1.5.2. Practical basis ............................................................................................... 15 1.6. Framework of the Master‟s thesis ....................................................................... 18 CHAPTER 2. RESEARCH METHODS ....................................................................... 20 2.1. Document analysis method ................................................................................. 20 2.2. Sociological Research Methods .......................................................................... 22 2.2.1. Questionnaire survey .................................................................................... 22 2.2.2. Key interview ................................................................................................ 25 2.2.3. Focus group discussions ............................................................................... 26 2.2.4. Observation ................................................................................................... 26 2.3. Methods of data analysis ..................................................................................... 27 2.4. Method of maps and charts ................................................................................. 27 CHAPTER 3. DISASTERS RESILIENCE LEVEL OF PRIMARY SCHOOL IN DA NANG CITY .................................................................................................................. 29 3.1. Result of disaster resilience level of primary schools in Da Nang city............... 29 3.2. Disparities in disaster resilience between schools have the highest and lowest scores .......................................................................................................................... 39 3.3. Disaster resilience among coastal, low plains, and mountainous area ................ 47 3.4. The change of disaster resilience of primary schools from 2012 to 2019 .......... 56 CHAPTER 4. BUILDING A DISASTER PREPAREDNESS PLAN FOR SCHOOL 64 4.1. Innovative approach to develop a disaster preparedness plan for the school ..... 64 4.2. Case studies in developing a disaster preparedness plan for schools .................. 66 4.2.1. Develop a disaster preparedness plan for the school in coastal area - Doan Thi Diem primary school ........................................................................................ 67 ii 4.2.2. Develop a disaster preparedness plan for the low plains school - Ngo Quyen primary school ........................................................................................................ 75 4.2.3. Develop a disaster preparedness plan for the mountainous school – Lam Quang Thu primary school ..................................................................................... 83 CONCLUSION .............................................................................................................. 91 References ...................................................................................................................... 96 List of publishcations by the author ............................................................................... 99 Appendix ...................................................................................................................... 100 Appendix 1: Matrix of Learning Outcomes for the Master's thesis ......................... 100 Appendix 2: General information of 97 primary schools in Da Nang city .............. 102 Appendix 3: Survey on disaster resilience of primary schools ................................ 107 Appendix 4: The list of Dimension, parameter, and variables used to assess the school's disaster resilience ........................................................................................ 133 Appendix 5: Score of parameters of primary schools in Da Nang city................... 137 Appendix 6: The list of solutions for 3 pilot primary schools ................................. 141 Appendix 7: Parameter score of 3 areas ................................................................... 149 Appendix 8: Key interview ...................................................................................... 151 Appendix 9: Photos in the research process ............................................................. 152 iii List of tables Table 1.1. The number of primary schools divided into 3 areas ................................................ 7 Table 2.1. Explanation the school's level of disaster resilience ................................................ 24 Table 2.2. Information about focus group discussions ............................................................. 26 Table 3.1. Lessons learnt from TK34 ....................................................................................... 46 Table 3.2. Disaster resilience of schools divided by region ..................................................... 47 Table 3.3. The average score of the parameters in the " Physical conditions" of the three areas .................................................................................................................................................. 48 Table 3.4. The average score of the parameters in the "Human resources" of the three areas . 50 Table 3.5. The average of the parameters in the "Institution" of the three areas ...................... 51 Table 3.6. The average score of the parameters in the "External relationship" of three areas . 53 Table 3.7. The average of the parameters in the "Natural conditions" of the three areas ......... 54 Table 3.8. The list of parameter has high corelation to disaster resilience level ...................... 56 Table 3.9. The change in dimensions's score between 2012 - 2019 ......................................... 56 Table 3.10. The change in parameters score between 2012 - 2019 .......................................... 57 Table 3.11. Changes of temperature (oC), annual rainfall (%), and Sea level rise (cm) in Da Nang at the end of the 21st century compared to the baseline period ....................................... 63 Table 4.1. List of selected schools for piloting disaster preparedness planning ....................... 66 Table 4.2. Implementation time (year) for solutions in Doan Thi Diem primary school ......... 69 Table 4.3. Evaluate the feasibility, effectiveness, priority and funding for solutions .............. 74 Table 4.4. Implementation time (year) for solutions in Lam Quang Thu primary school ........ 76 Table 4.5. Evaluate the feasibility, effectiveness, priority and funding for solutions .............. 82 Table 4.6. Implementation time (year) for solutions in Lam Quang Thu primary school ........ 85 Table 4.7. Evaluate the feasibility, effectiveness, priority and funding for solutions .............. 90 iv List of figures Figure 1.1. The research framework ......................................................................................... 18 Figure 2.1. The Methodological framework ............................................................................. 21 Figure 2.2. Location map of 97 primary schools in Da Nang city ........................................... 22 Figure 2.3. Conduct survey with the director of Ngo Gia Tu primary school .......................... 24 Figure 2.4. Conduct survey with the vice-director of Phan Phu Tien primary school ............. 24 Figure 2.5. Process of implementing key interview method .................................................... 25 Figure 2.6. Interview Ngu Hanh Son's DoET staff ................................................................... 26 Figure 2.7. Interview Director of Dinh Bo Linh primary school .............................................. 26 Figure 2.8. Interview a student of Doan Thi Diem primary school .......................................... 26 Figure 2.9. Data analysis process .............................................................................................. 27 Figure 3.1. Disaster resilience level of 96 primary schools, Da Nang city .............................. 30 Figure 3.2. The average score of the parameters ...................................................................... 31 Figure 3.3. The level of periodic testing with teaching equipment .......................................... 32 Figure 3.4. The average of the parameters ................................................................................ 40 Figure 3.5. Comparison of natural disaster resilience between three regions .......................... 46 Figure 3.6. Dimensions and indicators score of 2012 (grey line) and 2019 (red line) ............. 58 Figure 3.7. Improvement of variables of "School building" ..................................................... 59 Figure 3.8. Percentage of equipment that is replaced or repaired immediately after a natural disaster occurs (2019) ............................................................................................................... 60 Figure 4.1. Steps to build disaster preparedness plan ............................................................... 64 Figure 4.2. The role of teachers in implementing disaster preparedness plan .......................... 72 Figure 4.3. The role of students in implementing disaster preparedness plan .......................... 72 Figure 4.4. The role of parents in implementing disaster preparedness plan ........................... 72 Figure 4.5. The role of community in implementing disaster preparedness plan ..................... 72 Figure 4.6. The role of authority in implementing disaster preparedness plan ........................ 73 Figure 4.7. The role of DoET in implementing disaster preparedness plan ............................. 73 Figure 4.8. The role of NGO in implementing disaster preparedness plan .............................. 73 Figure 4.9. The role of teachers in implementing disaster preparedness plan .......................... 79 Figure 4.10. The role of students in implementing disaster preparedness plan ........................ 79 Figure 4.11. The role of parents in implementing disaster preparedness plan ......................... 80 Figure 4.12. The role of community in implementing disaster preparedness plan ................... 80 Figure 4.13. The role of authority in implementing disaster preparedness plan ...................... 80 Figure 4.14. The role of DoET in implementing disaster preparedness plan ........................... 80 Figure 4.15. The role of NGO in implementing disaster preparedness plan ............................ 80 Figure 4.16. The role of teachers in implementing disaster preparedness plan ........................ 88 Figure 4.17. The role of students in implementing disaster preparedness plan ........................ 88 Figure 4.18. The role of parents in implementing disaster preparedness plan ......................... 88 Figure 4.19. The role of community in implementing disaster preparedness plan ................... 88 Figure 4.20. The role of authority in implementing disaster preparedness plan ...................... 88 Figure 4.21. The role of DoET in implementing disaster preparedness plan ........................... 88 Figure 4.22. The role of NGO in implementing disaster preparedness plan ............................ 89 v The list of acronyms AADMER ASEAN Agreement on Disaster Management and Application Emergency Response CC Climate Change CCFSC Central Committee for Flood and Storm Control CRED The Center for Research on the Epidemiology of Disasters DoET Department of Education and Training DRR Disaster Risk Reduction DRRE Disaster Risk Reduction Education IPCC Intergovernmental Panel on Climate Change NGO Non-Governmental Organization MCCD Master program of Climate Change and Development MoET Ministry of Education and Training MONRE Ministry of Natural Resources and Environment SDRA School's Disaster Resilience Assessment SFDRR Sendai Framework for Disaster Risk Reduction 2015 2030 UN United Nations UNISDR United Nations International Strategy for Disaster Reduction vi Acknowledgement The research presented in this Master thesis was carried out at the Master program of Climate Change and Development (MCCD), Vietnam Japan University. During my studies at MCCD, I accumulated a lot of knowledge and skills, which not only helped me to be able to successfully complete this research but also helped a lot with my work. In the course of my studies, I have gained the necessary knowledge and basic, interdisciplinary methodologies to assess and address issues related to climate change mitigation, adaptation to Sustainable development at global, national, and local levels. From there, I can apply that knowledge to my research topic, offer new ideas on climate change response, approach disaster preparedness planning from a CC adaptation perspective, and propose solutions for it. During the research process, I worked with and cooperated with schools, the Department of Education and Training of Da Nang City. Work skills, communication skills, time management, independent work, and the seriousness of the work I learned from MCCD helped me to complete this research well. Firstly, I would like to thank my supervisor, Dr. Thi Tong for her invaluable guidance, encouragement, and support throughout the Master thesis process. Dr. Thi gave me extremely perceptive, helpful, and appropriate expert guidance, particularly in reading and responding to the drafts of my work quicker than I had anticipated. Secondly, I would like to thank all the people who were involved in the research process. All the directors of 97 primary schools and DoET's staff in Da Nang city, who helped in conducting surveys, interviews, and setting up the fieldwork. Thirdly, the teachers in the MCCD, Vietnam Japan University. Teachers not only equip students with valuable specialized knowledge in the field of climate change research but also create favorable conditions and provide dedicated guidance to students during the dissertation process. Last but not least, I would like to thank my family and friends in the MCCD for helping me complete this thesis. vii CHAPTER 1. INTRODUCTION 1.1. The necessity of the research Climate change (CC) around the globe began to affect and directly affect the weather and climate of Vietnam with natural disasters that are more abnormal and intense. Vietnam is the 6th country in the world affected by extreme weather events in the context of CC (period 1999 - 2018) (Carter, 2008). In the context of CC, the frequency and intensity of natural disasters are increasing, causing great damages of people and properties, adversely affecting all fields (MONRE, 2016). The impact of CC in the form of natural disasters can seriously affect Vietnam's education system and threaten the achievement of goal 4 - The Quality of Education in the Sustainable Development Goals. Education is one of the sectors most severely affected by climate disasters in Vietnam (MOET, 2011). In a country like Vietnam, natural disasters such as storms and floods can happen unexpectedly. Therefore, disaster preparedness is the first and most important step to minimize damages, especially in the context of primary schools, where students are underage disasters‟ response. Good disaster preparedness will help both reducing the damages and making recovery quicker. Disaster preparedness is important for disaster managers, as, in the event of an emergency, the response to a disaster or natural disaster depends very much on the disaster preparedness plan (International Federation of Red Cross and Red Crescent Societies, 2000). Although natural disasters occur every year, primary schools still have confused of handling before, during, and after a disaster. The recovery takes a lot of time, so interrupt learning and the quality of schools learning. Primary schools prepare disaster prevention plans at the beginning of each school year. Based on the country's National Action Plan to Respond to Climate Change and Disaster Risk Reduction (DRR), the Ministry of Education and Training (MoET) will make a plan, and the Departments of Education and Training (DoET) will follow that plan to bring down the DoET of each district and the basis for the school's plan. The whole process is conducted based on a 1 top-down approach, and there is no evaluation of school conditions or any involvement of people involved in disaster preparedness of schools such as teachers, students, parents, communities, and so on. From this fact, there is a need to change the way in which schools prepare disaster plans. Instead of a top-down approach, a bottom-up approach is needed. This study is an attempt to develop an innovative approach in developing disaster preparedness plan in schools. In order to do that, the study used the School's Disaster Resilience Assessment (SDRA) method, which includes five indicators: "Physical conditions", "Human resources", "Institutional issues", "External relationships" and "Natural conditions" (Tong S. R., 2012). Results from the assessment of disaster resilience level of primary schools in Da Nang city is utilized to point out the problems, to identify factors that affecting the primary schools's ability to cope with natural disasters. On this basis, the study figures out a roadmap to improve resilience of the schools. In this thesis, the disaster resilience level of primary schools in Da Nang City, the differences in disaster resilience level among the coastal, low plain, and mountainous areas, and the changes in disaster resilience level of primary schools from 2012 to 2019 will be presented. From there, the study selects three pilot primary schools and develops disaster preparedness plans for them. Difficulties and challenges in the pilot process at selected schools are summarized in this study as a basis for building an innovative approach to develop a disaster preparedness plan. The results of this study is expected to contribute to improve the resilience level of primary schools through well establishment of disaster preparedness plan development, which in turn will help schools effectively respond to natural disasters, to adapt to CC, and to achieve Goal 4 in 17 Sustainable Development Goals on Sustainable Quality Education. 1.2. Research objectives and research objects Research objectives 2 The main objective of the research is to develop an innovative approach in developing a disaster preparedness plan that can be applied to primary schools in the context of CC. To accomplish the above objective, the research tasks are set out as follows:  Carrying out key interviews with the representative of Da Nang DoET to apply for permission to work and adjust the questionnaire to suit the primary schools in Da Nang City;  Carrying out key interviews with schools's disaster managers and representative of DoET's in 7 districts;  Sending questionnaires to 97 primary schools and getting back the questionnaire (contact the schools for correction if any);  Compare disaster resilience level between schools has the highest score and lowest score; among three areas; between 2012 and 2019;  Building a disaster preparedness plan for schools to improve the resilience of education to disaster risks and testing in 1 school in each areas;  Focus group discussions with relevant stakeholders to propose and prioritize solutions for school disaster resilience; Objects of the research The object of research is to develop an innovative way to build disaster preparedness plan for primary schools in Da Nang city. 1.3. The research questions and hypotheses 1.3.1. The questions of research  What are the most important factors deciding the disaster resilience level of primary schools in Da Nang City? 3  How are the differences between the highest and lowest school's disaster resilience level; among three geographical areas (coastal, low plains, and mountainous); and between 2012 and 2019?  How to develop an effective disaster preparedness plan for primary schools in Da Nang City? 1.3.2. The hypotheses of research  The resilience level of primary schools in Da Nang City is depending mostly in "Human resources" dimension;  The difference between schools with the highest and lowest scores is mainly in the “Human resources” dimension; There is no significant difference in natural disaster resilience of the three regions; There is a significant improvement in scores in all parameters of 2019 compared to 2012;  An innovative approach to develop a disaster preparedness plan for primary schools includes (1) assessment of schools‟ disaster resilience using SDRA method, (2) proposing solutions to improve disaster resilience level using expert consultation, (3) involvement of stakeholders to evaluate and choose the most suitable solutions for schools; (4) re-assessment the schools‟ disaster resilience and the plan every year to update the disaster preparedness plan. 1.4. Research location The study was conducted in 97 primary schools in Da Nang. Time: from April 2019 to April 2020. Da Nang is a coastal city in the Central region of Vietnam. Geographic location is a factor that makes Da Nang potentially severely affected by natural disasters. From 1999 to 2009, there were 23 typhoons, 35 floods, injuring 277 people, lost 19 people and killed 200 people in Da Nang city, total economic losses amounted to 6,803.5 billion VND (CCFSC, 2009). The biggest storm causing damage to Da Nang was the 2006 Xangsane typhoon, causing economic losses of about VND 5,290 trillion (over 4 USD 300 million), destroying 9,906 houses, 73,874 houses damaged and 2,760 schools affected (CCFSC, 2006). In recent years, in order to proactively prevent and respond effectively to natural disasters and situations of accidents and disasters caused by serious floods, the People's Committee of Da Nang City issued a directive request departments, agencies, districts in the city to develop disaster prevention plans, raise public awareness about disaster prevention and fighting; organize drills on natural disaster prevention and control in localities to draw experience. The Da Nang People's Committee has also issued Decisions and Plans to implement the Government's instructions on Disaster Prevention and Response to CC. Regarding education, Da Nang's DoET has organized many activities to integrate contents related to CC in the subjects at all levels, combining extracurricular activities to provide knowledge on CC, building awareness for students on responding to CC. Da Nang has also strengthened the "Physical conditions" of almost schools located in vulnerable areas such as coastal, mountainous and low plains areas. Although there have been extracurricular activities on disaster risk reduction education (DRRE) for some schools, the DRRE activities of schools in Da Nang city have not been synchronized. There is no specific plan for each school, only the "Handbook of DRRE for teachers", which has not specified specific steps to respond to natural disasters for teachers, students, parents. This limits the ability of schools to respond to disasters, disrupting, and affecting the quality of education. Primary schools play an important role in training knowledge, disseminating skills in natural disaster prevention, fighting and reduction, and CC response in schools (Prime Minister, 2018). Primary schools in Da Nang city has been applying local regulations on natural disaster prevention and control. However, the application of these regulations is only moderate. This is reflected in the school's response to natural disasters. 5 Every year, Da Nang's education sector is affected by the floods that occur often at the beginning and end of the school year. Dien Hong, Hoang Du Khuong, Thai Thi Boi and Ong Ich Duong primary school (Cam Le district) were hit by Hurricane Katrina, destroyed roofs, broken trees, causing damage to nearly VND 50 million each school in 2009 (Cam Le DoET, 2009). Typhoon Nari in October 2013 caused heavy rainfall and all primary schools in the center of city had to closed. One month later, in November 2013, primary schools in Hoa Vang district, including Lam Quang Thu primary school, were seriously flooded due to floods from the Tuy Loan River near the school. Especially the most recent three rainy seasons, at the end of 2017, 2018 and 2019. In November 2017, heavy rains caused Hoa Vang district, a region of low terrain, to be flooded in a large area. In December 2018, floodwaters flooded many schools in Hai Chau, Hoa Vang, Thanh Khe and Ngu Hanh Son districts and were closed. In less than a month, Lam Quang Thu primary school had to close three times (October 20th, November 1st, and November 17th, 2018) (Hoa Vang DoET, 2018). Heavy rains in December 2018 caused extensive flooding for central districts of Da Nang City. Nearly 2000 students of primary schools in Hai Chau District, Huynh Ngoc Hue and Huynh Thuc Khang primary school (Thanh Khe District) had to close due to the heavy rain. Besides, Nguyen Dinh Chieu primary school (Thanh Khe District) was flooded many offices, the entire archives of the school were wet (Thanh Khe DoET, 2018). By the end of 2019, floods also affected schools in Da Nang. In particular, Lam Quang Thu primary school had to close three times within a month due to flooding. Natural disasters cause serious damage to facilities, teaching equipment, and directly threaten the safety of teachers and students when going to schools in flooded conditions. Whenever a disaster strikes, classroom facilities and the quality of education are affected. Phan Dang Luu primary school was flooded to the table (in 2018), many teaching aids were soaked in water, documents and records were wet. Primary schools Dien Hong, Hoang Du Khuong, Thai Thi Boi, Ong Ich Duong of Cam Le district were affected by the storm (2009-2010 school year), the costs amounted to VND 50 million each. Although natural disasters occur every year, schools still have the embarrassment of handling before, during, and after a disaster occurs. Disaster 6 recovery also takes time, affecting learning. All schools prepare a disaster preparedness plan at the beginning of each school year, however, the plan is at a sketchy level, without assigning tasks to specific people and “Human resources” nor finance for disaster preparedness is available. The study was conducted at all primary schools in six urban districts and one rural district in Da Nang City. In the school year 2018-2019, the number of public primary schools are 97, with about 92,000 students. For the purpose of comparing disaster resilience among areas, primary schools in Da Nang City are divided into three areas: coastal, low plain, and mountainous areas based on the location of the schools and the distance from the school to the coast. Table 1.1 shows the number of schools located in three areas. Table 0.1. The number of primary schools divided into 3 areas Area Hai Chau Thanh Son Khe Tra Coastal Low plain 18 0 16 0 13 0 Ngu Hanh Son 8 0 0 0 16 13 Mountainous 0 18 Total Lien Chieu Cam Le Hoa Total Vang 13 0 2 8 1 9 71 17 0 0 0 9 9 8 13 10 19 97 1.5. Literature review This part presents an overview of disaster management and disaster preparedness plans to better understand the context of research around the world and in Vietnam as it relates to the research goal. This aims to provide a basic picture of the current state of school disaster management and related issues. The first part consists of research in the world, the second part is the research in Vietnam and the last is the research site. 7 1.5.1. Theoretical basis 1.5.1.1. Concepts of the research The term disaster origin is the French word "Desastre" which is a combination of two words „des‟ meaning bad and „aster‟ meaning star. So the term refers to "Bad star". United Nations (UN) defines that Disaster is a serious disruption of the functioning of a community or a society involving widespread human, material, economic or environmental losses and impacts, which exceeds the ability of the affected community or society to cope using its own resources (UN, 2009). The International Bank for Reconstruction and Development declares that natural disasters, such as floods, earthquakes and droughts, are always part of the natural cycle everywhere in the world (The International Bank for Reconstruction and Development , 1999). The impact of natural disasters is enormous, resulting in the death and destruction of houses and socio-economic infrastructure (Mileti, DS , 1999). Disaster management includes organizing, planning, and applying actions to prepare for, respond to or recover from a disaster (UNDDR, 2017). This is a complex process, revolving around four interdependent steps, including preparation, reaction, recovery and mitigation. Disasters occur between steps of preparation and response. Department for International Development (2011) defines Disaster Resilience as the ability of countries, communities and households to manage change, by maintaining or changing living standards in the face of shocks or stress - like earthquakes, droughts or violent conflicts - without lasting impact. UNISDR (2008) defines Disaster Resilience as the ability of a system, community or society to be exposed to hazards to adapt, by resisting or changing to maintain functional and structural acceptance (UNISDR, 2018). As such, Disaster Resilience is generally a community's ability to resist, or accept disaster. To help both reducing the dramatically and making recovery quicker, a Good disaster preparedness is needed. Disaster preparedness is important for disaster managers, as, in the event of an emergency, the response to a disaster or natural 8 disaster depends very much on the disaster preparedness plan. Disaster preparedness is often considered to include measures that allow governments, organizations, communities and individuals to respond quickly and effectively to disaster situations (International Federation of Red Cross and Red Crescent Societies, 2000). 1.5.1.2. Disaster management Herzog indicate that catastrophic impacts can be mitigate by mitigation efforts or preparation planning (Herzog, 2007). Yodmani shows that carpet management activities Graphics have evolved from most of the top-down relief and response approaches. Disaster management in the past mainly dealt with natural disasters and recovery, while disaster risk management encapsulated all disaster management components (prevention, preparation, mitigation, and response) (Yodmani, 2001) The level of readiness for a disaster situation that can occur for a given community is called resilience. Increased resilience is needed to reduce disaster impacts (Haworth, Bruce, Whittaker, & & Read, 2018). Disaster management is important because it includes measures that not only help relief and recovery, but also reduce disaster risk in the community (Ngcamu & Sibongiseni, 2011). The Center for Research on the Epidemiology of Disasters (CRED) declares declares that disaster management is essential for all countries as it can avoid and minimize the impact of disasters. However, disaster preparedness often fails because it is often not based on evidence or subject matter. It suggests that an evaluation of the subject's ability is required before conducting disaster preparedness planning (Guha-sapir, L.V.Parry, O.Degomme, Joshi, & Arnold, 2006). A number of disasters can be prevented and mitigated through improved disaster management capacity to address different aspects of prevention, preparation, mitigation, response, recovery and recovery. Holloway argues that disaster risk reduction is the systematic development and application of policies, strategies and practices to mitigate vulnerabilities and disaster risks across society to prevent or limit the adverse effects of hazards, in the context of sustainable development (Holloway, 9 2003). Haddow et al. emphasize that risk reduction, emergency preparedness and recovery preparation practices can reduce losses (Jane A. Bullock, 2006). All components of disaster management such as mitigation and preparation should be modeled to simplify all risk mitigation processes in local government. In South Africa, the local government is responsible for implementing and maintaining a comprehensive, full-risk disaster management program, ensuring the following components in disaster management; mitigation; preparation; react; aid; and rehabilitation (Zyl, 2006). Bullock had found another way to reduce the impact of catastrophes by applying emergency precautions, which can be defined as pre-disaster actions, providing human force and material needed to support reactions at the time of the disaster. The first step in emergency preparedness is a community vulnerability analysis to identify emergency response requirements that must be met by performing four basic emergency response functions, including: ( 1) emergency assessment actions, such as forecasting storm speed to determine potential disaster impacts; (2) hazardous activities, such as sandbags surrounding buildings, are short-term actions to protect property; (3) population protection actions, such as warnings and evacuations, to protect people from impact; and (4) incident management actions, such as liaison between feedback agencies (Jane A. Bullock, 2006). In the study of Nahid Aghaei (2018) a systematic review was conducted to assess and aggregate the evidence on the strategies (Allen, 2006) for DRRE conducted in December 2016. Although most countries have launched DRR educational activities, these actions are not enough, and there are some gaps between what it should and what should be. More effective teaching and learning strategies are needed to increase the effectiveness of preparatory and DRR activities at all community levels (Nahid Aghaei, 2018). 10