This dissertation explored the differences between Chinese educational policy expectations and their actual implementation during earthquakes. It reviewed disaster management literature on education policy systems in UNICEF, U.S.A. and Japan. Their sheer complexity, especially related to coordination issues can be seen as “wicked problems.” A review of wicked problems theory was included in the research.
Communications between policy makers and field workers involved complicated issues of stakeholders, frameworks and interests. Integrating disaster management policy into functioning local educational systems was crucial. Teachers’ preparation and response activities in Ya’an’s provincial and national Earthquake Preparation Demonstration (EPDS) schools were studied because of their high levels of school safety before, during and after the 2013 Lushan earthquake. Well-trained teachers made heroic achievements in saving students’ lives. Comparing to 2008 Wenchuan Earthquake with thousands of students’ deaths and injuries, no students died or were severely injured during the 2013 Lushan earthquake, which drew me great interest in researching these good stories.
Mixed methods were utilized for the research. Document analysis was used to review EPDS policy expectations. This included detailed guidelines, knowledge training requirements, drill frequencies, etc. A survey asked teachers about their actual implementation policies. A descriptive statistical analysis was conducted, including the fact on preparation and response policies, as well as teachers’ reflections. A regression analysis was then used to analyze possible statistical significant relationships between EPDS preparation and teachers’ responses. Based on the findings, local teachers creatively adapted policies to achieve success. The preparation was statistically significant on affecting evacuation responses, and female has slight advantage than male on response activities. The results suggest potential value in scaling up the EPDS project in earthquake-prone region. Organizing EPDS teacher volunteer clubs may help to build momentum for gaining more support from government, communities and individuals.
|Commitee:||Comfort, Louise, Kerr, Mary Margaret, Spaulding, Seth|
|School:||University of Pittsburgh|
|Department:||Administrative and Policy Studies|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 76/02(E), Dissertation Abstracts International|
|Subjects:||Asian Studies, Education Policy, Public policy|
|Keywords:||Child protection, Chinese educational policy, Disaster education, Earthquake mitigation, Emergency management in schools, Lushan earthquake, Ya’an|
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