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Teachers Without Borders Capstone Presentation
Transcript of Teachers Without Borders Capstone Presentation
and Safety Initiative
(GQSSI) We assisted TWB in developing indicators and metrics that can be used to quantify the impact of the GQSSI program in building resilience and preparing communities Global Policy Context Existing Practices Developing Indicators Evaluation Tools Framework Contributions Earthquake Science & Safety Knowledge Risk
Perception Structural & Non-Structural Safety Emergency Preparedness & Planning United Nations Hyogo Framework 2005-2015 UNESCO/UNICEF Initiative and Meta-Analysis 2012 Community engagement Lack of causal evaluations
Limited to knowledge-based outcomes
Quasi-experimental designs Macro and proxy measurements
Some useful categorizations
Limited examples of micro indicators Data Collection Surveys Research Question Does earthquake science education have an effect on disaster preparedness and community resilience? If so, how can it be measured? Teachers Without Borders Our Project How do people measure disaster preparedness? How are existing programs evaluated? Indicators of Disaster Preparedness and Community Resilience Ten-Point Criteria Must reflect curriculum/program Must measure knowledge, behavioral and attitudinal changes Must capture earthquake preparedness and response Some examples: Student & Teacher Questionnaires Existing Disaster Education Programs Research Design Toolkit
Prescriptive Plan Unknown
Site Location Need for
Competence Differences in
Availability Building an Evaluation Framework Key Considerations Community
Outreach Tool Researchers can obtain measurable results of the impact of the GQSSI on student knowledge and community preparedness and resilience.
Inform program modifications
Secure additional funding
Expansion of program to other sites
Encourage rigorous evaluation methods
Increase political support Science and safety Lecture and participation Global Science and Safety Initiative Questions? USGS data, 2013 Criteria, 1-5 1.The indicators should reflect changes that can be expected from program participation.
2.The indicators must be measureable.
3.The indicators should be associated with changes within the participant pool and secondary impacts within the local community, for example, within families of participants, who may also take additional preparedness measures.
4.The indicators should capture both physical and structural adjustments and modifications, in addition to attitudinal and behavioral changes, that increase preparedness.
5.The indicators should capture changes in awareness of disasters and their impacts in addition to perceptions of potential hazards that result from earthquakes. Criteria, 6-10 6.The indicators should include a learning assessment to measure changes in student and teacher knowledge of earthquake science.
7.The indicators should reflect the capacity of program participants to use knowledge gained to take additional preparedness measures not directly instigated by the curriculum.
8.The indicators should reflect pre-disaster preventative action and preparation; and post-disaster response and recovery. Where possible, indicators should reflect robustness, redundancies, response, and recovery phases of a disaster.
9.The indicators should focus on micro-level observations at small units of analysis and remain independent of macro-level demographic and socio-economic variables, for example per capita income, household size, or literacy level.
10.The indicators should reflect standards in cultural competence and be appropriate across project sites. Strengthen the Work of TWB Affect the Global Dialogue Ashley Cheung, Jana Kemp
Jessica Mann, Simon McNorton