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The Policy Development of Disaster Management View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by D-Scholarship@Pitt THE POLICY DEVELOPMENT OF DISASTER MANAGEMENT AND EDUCATION IN CHINA—THE COMPARISON BETWEEN POLICY EXPECTATION AND ACTUAL IMPLEMENTATION IN EARTHQUAKE PREPARATION DEMONSTRATION SCHOOLS by Yuchi Song Bachelor of Administration, Xi’an Jiaotong University, 2008 Master of Science in Public Policy and Management, Carnegie Mellon University, 2010 Submitted to the Graduate Faculty of School of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2014 UNIVERSITY OF PITTSBURGH SCHOOL OF EDUCATION This dissertation was presented by Yuchi Song It was defended on April 2, 2014 and approved by Dr. Louise Comfort, Professor, Graduate School of Public and International Affairs Dr. Mary Margaret Kerr, Professor, Administrative and Policy Studies Dr. Seth Spaulding, Emeritus Professor, Administrative and Policy Studies Dissertation Advisor: Dr. Maureen McClure, Associate Professor, Administrative and Policy Studies ii Copyright © by Yuchi Song 2014 iii THE POLICY DEVELOPMENT OF DISASTER MANAGEMENT AND EDUCATION IN CHINA—THE COMPARISON BETWEEN POLICY EXPECTATION AND ACTUAL IMPLEMENTATION IN EARTHQUAKE PREPARATION DEMONSTRATION SCHOOLS Yuchi Song, PhD University of Pittsburgh, 2014 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, iv 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. v TABLE OF CONTENTS PREFACE ............................................................................................................................... XVII 1.0 INTRODUCTION ........................................................................................................ 1 1.1 EARTHQUAKES: DEVASTATING DISASTERS AND THE PROBLEMS OF PREPARATION FOR AND COMMUNICATION ABOUT .................................... 1 1.2 THE STUDY DESIGN SUMMARY .................................................................. 6 1.2.1 Core question ................................................................................................... 6 1.2.2 Supporting questions and review ................................................................... 8 1.3 SIGNIFICANCE OF THE STUDY ................................................................... 9 2.0 LITERATURE REVIEW ON DISASTER MANAGEMENT IN EDUCATION SYSTEM IN A GLOBAL CONTEXT, AND COORDINATION AS A WICKED PROBLEM DURING DISASTER PREPARATION/EDUCATION .................................... 10 2.1 DISASTER MANAGEMENT IN EDUCATION SYSTEM IN A GLOBAL CONTEXT---REPRESENTING POLICY DEVELOPMENT OF UNICEF, THE UNITED STATES AND JAPAN ...................................................................................... 10 2.1.1 UNICEF Disaster Risk Reduction (DRR) guidelines ................................. 11 2.1.2 The policy-focused disaster education in U.S. --- United States Department of Education guidelines and FEMA frameworks and toolkit ........... 14 2.1.3 The practice-focused disaster education in the schools of Japan .............. 22 vi 2.1.4 Pros and cons of disaster management policy and implementation in the education systems of the U.S., Japan ........................................................................ 25 2.2 LEARNING LESSONS FROM DISASTERS—DEVELOPMENT OF DISASTER MANAGEMENT IN CHINA ....................................................................... 28 2.2.1 The political system of China and its preliminary disaster management system 28 2.2.2 Lessons learned from SARS and the Wenchuan earthquake.................... 30 2.2.3 Lack of disaster education in primary/secondary school system .............. 31 2.2.4 Recent improvement on the field of earthquake preparation ................... 32 2.3 DISASTER PREPARATION/EDUCATION—FROM POLICY EXPECTATION TO IMPLEMENTATION—A WICKED PROBLEM OF COORDINATION .............................................................................................................. 33 2.3.1 Problems of coordination for inter-organizational policy implementation 34 2.3.2 Coordination is a wicked problem ............................................................... 39 2.3.3 Approaches to Solving Wicked Problems ................................................... 50 3.0 METHODOLOGY TO EVALUATE INFORMATION SHARING BETWEEN THE EXPECTATIONS OF POLICY MAKERS AND THEIR IMPLEMENTATION BY SCHOOL TEACHERS OF THE EARTHQUAKE PREPARATION DEMONSTRATION SCHOOLS (EPDS) IN CHINA ................................................................................................. 55 3.1 COMPARING FOUR PERSPECTIVES ABOUT THE ACTIONS OF EPDS 55 vii 3.2 USING MIXED METHOD TO COMPARE THESE FOUR PERSPECTIVES ................................................................................................................ 58 3.3 DOCUMENT ANALYSIS ON EPDS POLICY EXPECTATION ............... 60 3.3.1 Research approach of document analysis on EPDS policy expectation ... 61 3.3.2 Research focus................................................................................................ 62 3.3.3 Source of data ................................................................................................ 63 3.3.4 Data analysis .................................................................................................. 63 3.3.5 Trustworthiness and credibility ................................................................... 64 3.4 METHODOLOGY FOR SURVEY ON TEACHERS’ ATTITUDE, AS WELL AS REGRESSION ANALYSIS ............................................................................ 64 3.4.1 Survey as an approach to collect quantitative data .................................... 64 3.4.2 Research sites/participants ........................................................................... 65 3.4.3 Survey distribution and collection process .................................................. 66 3.4.4 Data analysis for teachers’ reported preparatory actions and responses 67 3.4.5 Multivariate regression model, dependent variable and independent variables for 4th perspective ---a score system of recoding categorical variables into continuous variables ........................................................................................... 68 4.0 FINDINGS .................................................................................................................. 78 4.1 THE DOCUMENT ANALYSIS FOR EPDS POLICY EXPECTATIONS . 78 4.1.1 The development of EPDS project—From Shandong province to Sichuan province ....................................................................................................................... 78 4.1.2 China Seismic Intensity Scale ....................................................................... 80 4.1.3 The policy expectations of EPDS .................................................................. 85 viii 4.1.4 The shortcomings of current EPDS policy .................................................. 93 4.2 SURVEY FINDINGS AND ANALYSIS FOR YA’AN EPDS TEACHERS 95 4.2.1 Findings: What did the EPDS teachers say they did for preparation and response pre, during, and after the 2013 Lushan Earthquake? ............................ 99 4.2.2 Findings: What training did EPDS teachers think worked best for them? 112 4.2.3 A multivariate regression analysis that explores the relationships between EPDS training and best practice ............................................................................. 115 4.3 THE COMPARISON BETWEEN
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