Prof Kevin Ronan, email@example.com or 61 7 4923 2144.
In recent years, the role of child- and school-based hazards and disasters education has gained increasing emphasis in the international disaster resilience literature (UNISDR, 2005; Anderson, 2005; Ronan & Johnston, 2005; Towers, 2012). The UNISDR Hyogo Framework for Action (UNISDR, 2005) explicitly identifies disaster education for children as a key priority in the fight to reduce the impacts of hazards and disasters, and the recently published Synthesis Report on Consultations on the Post-2015 Framework on Disaster Risk Reduction (UNISDR, 2013) places children and youth at the very centre of successful adaptation: “In particular children and youth have been singled out as having specific needs in terms of school safety, child-centred risk assessments and risk communication. But, more importantly, if appropriately educated and motivated on disaster risk reduction, they will lead and become the drivers of change” (p.7). At a more local level here in Australia, the role of children’s disaster education in managing disaster risk has been recognised as a major priority in the National Strategy for Disaster Resilience (Australian Government, 2011): “Risk reduction knowledge is [should be] in relevant education and training programs, such as enterprise training programs, professional education packages, schools and institutions of higher education” (p.7).
A particularly promising approach to supporting children’s active engagement in disaster risk reduction is an approach most commonly referred to as Child-Centred Disaster Risk Reduction (CC-DRR) (Benson & Bugge, 2007). Emerging as a distinct approach within a DRR model over the last five years, the primary objective of CC-DRR is to strengthen children’s skills so that they understand the disaster risk in their communities and are able to take a lead role in reducing that risk (Benson & Bugge, 2007; Towers, 2012). While CC-DRR is becoming increasingly popular amongst government and non-government agencies and organisations around the world, rigorous empirical research on the efficacy of the approach is scarce (Towers, 2012). The current project aims to evaluate the effectiveness of CC-DRR programming alongside making contributions to policy, research and practice.
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Postgraduate Scholarships Application Process
Bushfire and Natural Hazards CRC postgraduate scholarships are available for students pursuing research higher degrees in the bushfire research fields, in line with Bushfire and Natural Hazards CRC projects.
Both Full and Top Up scholarships and project support funding are available for outstanding students, with preference given to the provision of top up scholarships.
Current funding amounts are:
- Full Scholarships of up to $28,000 per annum for three and a half years.
- Top Up scholarships of $10,000 per annum for three and a half years to holders of Australian Postgraduate Awards (APA) and University Research Scholarships.
Bushfire & Natural Hazard CRC Scholarship Application Kit
You are welcome to submit enquiries using the form on this page. However, you must complete this form to make an application.