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

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121 Eastern and Southern Africa References Kalden, M. (2011). Integrating Disaster Risk Reduction into National Curriculum in Lesotho: Topics and Learning Areas Matrix. NCDC, October. Ministry of Education and Training (MoET). (2009). Curriculum and Assessment Policy. Education for Individual and Social Development. Lesotho: MoET. NDMA. (2011). National Disaster Risk Reduction Policy. NDMA: July. UNDP/NDMA. (2009). Roadmap for integrating Disaster Risk Reduction into Lesotho’s national school curricula. United Nations Development Programme/ National Disaster Management Authority. [Unpublished] UNICEF/Ministry of Education and Training/ NDMA/NCDC. (2011). Disaster Risk Reduction: Integrating into School Curriculum in Lesotho. UNICEF Lesotho: September. UNICEF. (2011). Terms of Reference: Individual Consultant – Education Specialist (Emergency and Disaster Risk Reduction). UNICEF Lesotho. UNISDR. (2010). Inventory of National Coordination Mechanisms, Legal Frameworks and National Plans for Disaster Risk Reduction in Africa. Nairobi: UNISDR Regional Secretariat Africa. Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
122 Section 10. Case 14: The Case Studies Madagascar Overview Madagascar offers an example of an infusionist approach to DRR across a range of curriculum subjects which are strongly influenced by the precepts, principles and concerns of environmental education. Climate change education figures quite predominantly, a trend discernible in DRR developments in a number of African countries. Introduction In 2002 the Madagascar government promulgated a National Strategy for Disaster and Disaster Risk Management (UNISDR, 2007, 86). A 2003 law established a Conseil National de Gestion des Risques et Catastrophes (National Council for the Management of Risks and Catastrophes), setting up a National Bureau and national management policy which were approved in the same year. Disaster risk reduction has since been integrated into the national development plan, the Madagascar Action Plan 2007-2012. In 2006 Madagascar also developed a National Adaptation Plan of Action for Climate Change built upon the increasing vulnerability of the island, the fourth largest island in the world, to frequent and intense cyclones, floods and drought (Northumbria University / UNICEF ESARO, 2011, 4-5). By 2009, the government of Madagascar had made ‘significant progress’ in the wake of the 2005 Hyogo Framework for Action with the National Council (CNGRC) chaired by the Prime Minister and meeting at least every three months, with the National Bureau (BNGRC) operationalizing its decisions. DRR curriculum development in the period of 2006 to 2009, described below, flowered within this framework (Ibid. 5). A 2009 political crisis that brought a military dictator to power in Madagascar severely disrupted DRR developments due, to some degree, to the suspension of aid in the new political situation. Since 2009 DRR developments ‘are not the priority of the government of Madagascar’ and substantive progress with DRR is, more or less, in hiatus. The ‘prevailing political situation limits UNICEF from taking DRR work upstream through advocacy’ although the crisis and instability allow the organization to ’push DRR through its emergency and regular programmes,’ including education (Ibid. 7-9). The Hyogo Framework provided the impetus for the integration of DRR within the curriculum beginning in 2005, with developments intensifying in 2008 and 2009 as attention focused on the impact of climate change. An Education Cluster was established, co-chaired by the Ministry of Education and UNICEF, its work underpinned by technical and training support provided by the UNICEF Regional Office (ESARO) and the Inter-agency Network for Education in Emergencies (INEE) (Ibid.7). The immediate stimulus to action followed from Ministry of Education participation in a UNISDR Africa regional training workshop on DRR and Education held in Kenya in May 2006 which focused on making school buildings safe and mainstreaming DRR into school curricula. Following the workshop, an I Protect My Country from Natural Disasters project was implemented from April to October 2006 from which the curriculum development described below flowed (UNISDR, 2007, 86-7). Curriculum Development/Integration Environmental education in Madagascar has a long history that is rooted in its ancestral culture. At the primary level it Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
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