Disaster Risk Reduction in School Curricula: Case Studies ... - Unicef

101
East Asia and the Pacific
and volcano eruptions; Grade 3 on the Chikungunya epidemic,
forest fires, and landslides). Grades 4-6 address different
types of hazards across the following subjects: Islamic
Religion, Civic Education, Mathematics, Indonesian Language,
Science, Social Science, Arts, Physical and Health Education.
Teaching activities, syllabuses and teaching implementation
plans are included (Ministry of National Education Research
and Development Office Curriculum Centre, 2009).
Save the Children’s ongoing teacher training further accumulated
materials and inputs from teachers, which then informed the
revision of the manual that was completed in March 2010.
One thousand copies were distributed to participating schools
and the Curriculum Centre 40 .
One of the challenges in the integration of DRR into school
curriculum includes the lack of ‘proper guidelines in integrating
DRR into school curriculum in effective and joyful approach’
(Sardjunani, 2010).
Learning Outcomes/Competencies
Pandey (2007) has analyzed disaster and safety related
competencies in key subject areas that address disaster and
safety issues within the Indonesian curriculum. In Physical
Education and Health, basic competencies for grades 1 to 3 are
the ability to practice safe and hygienic daily life (i.e., sanitation,
traffic safety, safety from physical surroundings). For grades 4
to 6, the ability to conduct safe outdoor activities (e.g., camping)
and practice healthy ways of life are expected. For grades
7-9, students are expected to practice safety procedures and
first aid for light injury. A lived demonstration of the values of
responsibility, cooperation, tolerance, mutual help and decision
making in a group is also expected. For the upper secondary
level, mountaineering and rescue skills, understanding of
mutual help and support as well as a humanitarian ethic are
expected outcomes.
In Social Studies, there are very few references to disaster
types in and around Indonesia at primary level, while grade 6
basic competencies include ‘to know how to face natural
disasters’ (Ibid, 79). Pandey observes that ‘in (the) middle
school, human interaction with natural environment is to be
explained, though there is no direct reference to disaster
and risk’ (Ibid, 79).
In terms of Science curriculum, Pandey points out the overall
lack of competencies relating to the science of specific
hazards: ‘Being a disaster hot spot country, Indonesia faces
multiple hazards and students are ideally supposed to have
fundamental knowledge [on] how and why it happens.
However, there is no scientific reference and knowledge
towards this in current school curricula’ (Ibid, 79).
Concrete examples of competencies for the local content
curriculum have not been unearthed.
40
Ibid.
Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries