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

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© UNICEF/NYHQ2006-1468/Pirozzi A girl watches a video called 'Happy Tales' at Rosauro Almario Primary School in Tondo, a neighbourhood of Manila, the capital of the Philippines to promotes environmental awareness through storytelling and other activities. This was done in the framework of the child-friendly schools programme, promoted by UNICEF globally, and which strives to create safe, protective and inclusive spaces for all children, especially girls, and encourages the involvement of parents and the community.
116 Section 10. Case 12: The Case Studies Angola (synoptic case) Overview Angola offers an example of the development of pedagogical and curriculum materials in DRR by local experts with the help of international agencies in a small scale pilot with a low level of involvement and ownership from the government. In this way, the transition to scale and question of location of DRR within the national curriculum are in limbo due to the fact that the Ministry of Education does not see DRR as a priority. The Education in Emergencies and Post-Crisis Transition (EEPCT) Programme, funded by the Government of the Netherlands and the European Commission contributes to UNICEF’s work with the Government of Angola to support and rebuild the education system. Since 2008, EEPCT funding has helped support a project on Disaster Risk Reduction through the UNICEF Education Section. A curriculum for DRR education in primary school was created in cooperation with the Instituto Nacional de Investigação e Desenvolvimento da Educação (INIDE, the National Institute for Investigation and Development of Education) and the Civil Protection Section, as were a manual for teachers and students and a board game. All versions of these tools have been finalized, but have not yet been duplicated or distributed. Materials were developed in Portuguese including a series of lesson plans for specific situations: floods, epidemics, landslides, droughts, forest fires and also small accidents. Each chapter of the teachers’ manual (INIDE, 2008) presents an explanation followed by lesson plans that include learning activities, usually with identification of preventative measures. A second edition (INIDE, 2010) called ‘versao experimental’ (experimental version) also includes a chapter on storms and several texts for students. The approach seems to be to present in DRR in a series of coordinated initiatives across disciplines over a period of three school years (grades 4 to 6). Topics and materials are developed as separate lessons for piloting; integration will be considered after validation. The introduction explains that ‘the content will be integrated in several curriculum disciplines, Portuguese (national language), Geography, Environmental Studies, Natural Sciences, Moral and Civic Education, and the integration is suggested in the tables that are in the last part of the manual’ (INIDE, 2008, 7). The main focus is on Natural Sciences, Geography and Communication. The teaching methodology promotes interactive teaching, with lots of group discussion activities to raise students’ awareness about risks in their everyday lives. During an interview, members of the Civil Protection Unit described their eagerness to integrate DRR into basic education at the primary-school level, and to involve communities in these activities. Plans for implementation have been developed and a short pilot project conducted. However, according to Civil Protection Unit staff, the current stumbling blocks are lack of financial support and lack of institutional coordination 49 . The DRR programme has therefore not yet been implemented in schools. There is currently no UNICEF education sector involvement in promoting DRR since UNICEF aligns its programming with that of the Government of Angola, which has not identified DRR as a priority. 49 Interviews with several stakeholders in the field of education in Angola were conducted by a team from the UNICEF Evaluation Office in June 2010 as part of the Progress Evaluation of UNICEF’s Education in Emergencies and Post-Crisis Transition Programme (UNICEF, 2011). Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
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United United Nations Nations Unite
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Disaster Risk Reduction in School C
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5 Acknowledgements UNICEF and UNESC
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8 Executive Summary This document r
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10 Section 1. Introduction The Hyog
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32 Section 5. Towards a Pedagogy of
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58 Section 9. Integrating Disaster
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62 Section 10. Case 1: The Case Stu
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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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