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103 East Asia and the Pacific Pandey, B.H. (2007). Disaster Education in Fiji, Indonesia, and Uzbekistan. In: Building Research Institute and National Graduate Institute for Policy Studies. Disaster Education. Japan: GRI/GRIPS. 67-90. Sardjunani, N. (2010). Advancing Child Rights in the Context of DRR Initiatives in Indonesia: Indonesia Country’s Experiences and Achievements. Ministry of Natural Development Planning. [PowerPoint] UNESCO. (2007). Natural Disaster Preparedness and Education for Sustainable Development: UNESCO Bangkok. UNISDR. (2007). Towards a Culture of Prevention: Disaster Risk Reduction Begins at School. Good Practices and Lessons Learned. Geneva: UNISDR. Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
104 Section 10. Case 9: The Case Studies Lao PDR Overview Lao PDR offers an example of DRR curriculum integration into selected subjects at a particular secondary grade level (i.e., grade 6). It is an example of a pilot project with a strong emphasis on child-led/child-focused pedagogical approaches and illuminates their positive influence on developing students’ broader DRR competencies. It is also an example of centralized curriculum development that creates space for localized DRR, which could be further mobilized. Curriculum Development/Integration From 2001 to 2003, the first DRR curriculum development initiative took place in Lao PDR. The National Disaster Management Office (NDMO) and the National Research Institute for Educational Sciences (NRIES) of the Ministry of Education, with support from Asian Disaster Prevention Centre (ADPC), implemented a project on DRR communication strategies. The project included DRR school curriculum development in which grades 3, 4 and 5 textbooks (subject areas unknown) were developed and pilot tested (ADPC, 2010). Under the Regional Consultative Committees Programme on Mainstreaming Disaster Risk Reduction (RCC MDRD), Lao PDR was one of three South East Asian RCC member countries that took up the implementation of a Priority Implementation Partnership (PIP) in order to mainstream DRR in the education sector (MDRD-EDU). Working with NDMO, The Ministry of Education undertook the integration of DRR into the secondary school curriculum, as well as the promotion of hazard resilient school construction. Phase one of the project took place from January 2007 to April 2008, and phase two from September 2008 to December 2009 (ADPC 2008, 2010). During the MDRD-EDU, DRR curriculum integration took place in two subjects, Natural Science and Social Science, both at grade 6. After being piloted in schools, DRR was integrated into chapters in Natural Science (i.e., disasters, landslides, earthquakes, floods, drought, fire, pollution problems) and chapters in Social Science curriculum (i.e., road accident, civil unrest). During the first phase of the project the DRR modules were taught to a total of 738 students in 15 schools from four provinces (ADPC, 2008). Pedagogy There are fleeting allusions to pedagogies used in teaching the DRR modules developed under the MDRD-EDU project: songs, competitions, posters and plays, picture-related activities, and group discussions (ADPC 2008, 2010). However, DRR pedagogical development does not feature strongly in the literature examined. A notable exception is an AusAID-funded pilot project entitled Disaster Risk Education for Children (DREC). With technical support from ADPC 41 , Save the Children Australia implemented this pilot project 42 in the Sayaboury District from July 2007 to December 2009 and in Xieng Hone District from July 2007 to December 2009. It introduced not only the concept of DRR but also a child-led and child-focused approach based on Save the Children’s extensive expertise. The project aimed at promoting awareness of DRR among teachers, parents and school children; supporting children and youth to play a leading role in their community for DRR; addressing the cross-cutting themes of HIV/AIDS prevention, gender and the environment. The project made a concerted effort to link both formal curricula and extracurricular activities so that children could develop both the knowledge and skills necessary for DRR. For the formal curriculum, DRR modules and materials were integrated into the 20% local content allowance for local schools. Extracurricular activities were organized through the after-school DRR club for both boarders and day students of 41 ADPC and Save the Children Australia entered into a consortium for the AusAID-supported Laos Australia NGO Cooperation Agreement (LANGOCA) Programme in the theme ‘reduce the impact of national disasters’ (Vanaspong, 2011). 42 The project built upon the ongoing DRR curriculum development efforts of ADPC and MoE. Previously developed modules, text books and teacher guidelines were adapted to the local contexts for the DREC project. The project was implemented in partnership with national, provincial and local Department of Education staff to ensure the integration of project outputs into the formal curriculum on a wider scale upon the completion of the pilot project (Ibid). Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
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