Filters

2020 - 20212

More filters

20222
Reset filters

Settings

Author: Hoffmann, Roman × End date: 2024 × Start date: 2020 × DDC: 333.7 × Type: Article × Type: Text × WGL Institute: PIK ×

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Improving the evidence base: A methodological review of the quantitative climate migration literature
    (Amsterdam [u.a.] : Elsevier, 2021) Hoffmann, Roman; Šedová, Barbora; Vinke, Kira
    The question whether and how climatic factors influence human migration has gained both academic and public interest in the past years. Based on two meta-analyses, this paper systematically reviews the quantitative empirical literature on climate-related migration from a methodological perspective. In total, information from 127 original micro- and macro-level studies is analyzed to assess how different concepts, research designs, and analytical methods shape our understanding of climate migration. We provide an overview of common methodological approaches and present evidence on their potential implications for the estimation of climatic impacts. We identify five key challenges, which relate to the i) measurement of migration and ii) climatic events, iii) the integration and aggregation of data, iv) the identification of causal relationships, and v) the exploration of contextual influences and mechanisms. Advances in research and modelling are discussed together with best practice cases to provide guidance to researchers studying the climate-migration nexus. We recommend for future empirical studies to employ approaches that are of relevance for and reflect local contexts, ensuring high levels of comparability and transparency.
  • Thumbnail Image
    Item
    Education and Disaster Vulnerability in Southeast Asia: Evidence and Policy Implications
    (Basel : MDPI, 2020) Hoffmann, Roman; Blecha, Daniela
    This article summarizes the growing theoretical and empirical literature on the impact of education on disaster vulnerability with a focus on Southeast Asia. Education and learning can take place in different environments in more or less formalized ways. They can influence disaster vulnerability as the capacity to anticipate, cope with, resist, and recover from natural hazard in direct and indirect ways. Directly, through education and learning, individuals acquire knowledge, abilities, skills and perceptions that allow them to effectively prepare for and cope with the consequences of disaster shocks. Indirectly, education gives individuals and households access to material, informational and social resources, which can help reducing disaster vulnerability. We highlight central concepts and terminologies and discuss the different theoretical mechanisms through which education may have an impact. Supportive empirical evidence is presented and discussed with a particular focus on the role of inclusiveness in education and challenges in achieving universal access to high-quality education. Based on situation analysis and best practice cases, policy implications are derived that can inform the design and implementation of education and learning-based disaster risk reduction efforts in the region.