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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
102 Section 10. Case 8: The Case Studies Indonesia Policy Development, Planning and Implementation Aspects The national legal framework includes the Disaster Management Law (year unknown) and Act No 24 of 2007 on Disaster Management. The Ministry of National Education launched the National Strategy for Disaster Risk Reduction Mainstreaming in School System (year unknown). Key elements of this strategy are: the empowerment of educational institutions and stakeholders, such as head masters, teachers, and students; the integration of DRR into formal and extra curricula learning; the development of partnerships and networks to sustain the implementation of DRR in schools (Harianti, 2011). To regulate the Strategy, the Minister of National Education issued a Circular Letter (year unknown) to all governors, regents, and mayors throughout the country to support DRR curriculum implementation for major hazards at primary and secondary levels. The National Action Plan (NAP) for DRR 2010-2012 acknowledges education as one of the priorities (ASEAN/ UNISDR, 2011). References ASEAN/ISDR. (2011). Disaster Resilience Starts with the Young; Mainstreaming Disaster Risk Reduction in School Curricula. Jakarta: ASEAN-UNISDR Technical Cooperation. Department of Interior and Local Government, GTZ, DIPECHO. (2008). Mainstreaming Disaster Risk Reduction in Local Governance: Proceeding of the National Conference on Mainstreaming Disaster Risk Reduction in Local Governance. Harianti, D. (2011). The Integration of Disaster Risk Reduction (DRR) into School-Based Curriculum. Ministry of National Education. [PowerPoint] Ministry of National Education Research and Development Office Curriculum Centre. (2009). Sample Lesson Plan on Integrating Disaster Preparedness into Elementary School Subjects. (First edition, English version). Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
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5 Acknowledgements UNICEF and UNESC
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8 Executive Summary This document r
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