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

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111 East Asia and the Pacific A girl inside her school in the city of Cagayan de Oro in Northern Mindanao Region of the Philippines. The school was damaged by floods. © UNICEF/NYHQ2012-0006/Maitem During the first phase of MDRD-EDU, 2,600 students were taught in pilot schools with a further 2,600 students being taught during the second phase (DepEd, undated). In the Philippines, DRR mainstreaming in the school curriculum has run alongside and complementary to the integration of other governmental initiatives on global warming and food security into the school curriculum (Ibid). Pedagogy As mentioned above, the TWG developed teaching and learning support materials and lesson exemplars. The booklet of lesson exemplars is a guide for teachers in their lessons. Chapters are organized according to different hazard types, each chapter including key information, activity instructions and discussion questions. There are other teaching aids to complement Natural Science and Social Studies subjects. Existing materials developed by government agents and NGOs were reviewed and some have been adapted as teaching aids. There are more general DRR materials. For instance, Tales of Disasters (DepEd, 2009c) is for children (with no mention of target grade levels and subject areas). This guide contains a complete lesson plan breakdown with a range of amusing activities that can be used with two films (Tales of Disasters and Peace Building Two Gardens) shown to a group. For an amusing and imaginative way of teaching and learning, using puppets is suggested (Ibid). Save the Children developed the primary level workbooks under the title My Little Book on Disaster Preparedness (Save the Children and DepEd, 2007a, b, c, d, and e). They aim to help children understand how to stay safe before, during and after disasters. This series of workbooks covers locally relevant hazards such as fire, typhoon, earthquakes, floods, mudslides, and tsunamis. The mixture of learning methods includes: drawings, poems, quizzes, songs, riddles, role play, pantomime (Ibid.). Throughout the two phases of the MDRD-EDU project, teaching effectiveness was evaluated, and observation forms to evaluate teachers were developed by DepEd (DepEd, undated). Student Assessment There are some examples of DRR student learning assessment tools in the Lesson Exemplars booklet on Science (DepE, 2009a). At the end of most of the chapters (each focusing on one specific hazard), there is a section entitled ‘evaluation’. For example, the chapter on global warming and climate change asks students ‘to explain how the following greenhouse gases enter the atmosphere because of human activities: 1. carbon dioxide; 2. methane; 3.nitrous oxide; 4.flourinated gases’ (Ibid, 5). The chapter on landslides asks students to ‘write your Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
112 Section 10. Case 11: The Case Studies The Philippines insights about landslide’ (Ibid, 13), while the chapter on tsunami asks students to ‘write an essay on the topic: “When tsunami strikes” ’ (Ibid.17). Tales of Disasters (DepEd, 2009c) includes a monitoring quiz report form for each lesson. Following viewing of a film the same questions is asked before and after the discussion in order to see how effective the session was. For example, for the typhoon/tropical cyclone lesson, the following questions and alternative answers (with answers put forward correct in italics) are used: During tropical cyclone season, how soon can you find out if a storm is heading your way? A. Several days or more beforehand so you have some time to prepare B. Less than an hour beforehand so you have to act very quickly What is THE SAFEST thing to do when a major tropical cyclone is about to hit? A. Stay at home, close all doors and windows, and do not go outside B. Leave your home and go to a community shelter The tropical cyclone is now ONE HOUR away from your home. What should you do? A. Turn off gas and electric supplies and then go to the shelter B. Do not do anything; go immediately to the shelter (ibid. 83). Students are asked to choose A or B by raising their hands with their eyes closed so that they will not be influenced by other students and will not feel badly if their answer is incorrect (ibid). Teacher Professional Development/Guidance During the MDRD-EDU project, training of trainers and education supervisors (ToT) was provided to support the use of the new DRR curriculum materials in grade 7. In addition to Science and Social Science teachers and education supervisors, representatives from the following governmental departments, amongst others, also received training: The Office of Civil Defence, Department of Environment and National Resources, Department of Energy, Department of Science and Technology, Department of Health, National Police (Centre for Disaster Preparedness, 2008; DepEd et al, undated). Since 2002, the Philippines Institute of Volcanology and Seismology has held annually a three-day workshop on earthquake and volcano hazard awareness and disaster preparedness for public school teachers of Metro Manila (UNISDR, 2011). Reflecting upon the initiative thus far, we believe that further enhancement of the capacity of teachers and the development of pedagogical strategies (taking into consideration varied learning abilities, gender and disability) remain vital strategies to pursue (DepEd, undated). 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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200 Section 6: page 34 On 1 August,
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204 Myanmar page 109 Students atten
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206 Chile page 151 In 1994 in Chile
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