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159 Latin America and the Caribbean Table 11. Curricular and Extra-curricular Developments in Cuba, 2008-11 On climate change Students, teachers, professors, educators, families, communities and Cuban society at large are gradually and progressively familiarizing themselves with and increasing their theoretical and practical knowledge of environmental protection and climate change through the teaching curricula, etiquette lessons, non-formal and informal education and other activities. Environmental education and culture are being further developed and improved at the provincial level, although the need exists to reach new targets and results due to the seriousness of climate change. On biodiversity Students, teachers, professors, educators, families, communities and Cuban society at large are gradually and progressively engaging in practical actions as part of the work done by the ‘System of Protected Areas’. The achievements and impact of the educational project are measured, for example, through local training and qualification processes. The policies and actions of governmental and non-governmental institutions and bodies at the municipal, People’s Council and local constituency levels include the implementation of best practices. This has led to the protection of flora, fauna, biodiversity and the natural heritage according to the various preservation and management categories set forth in Cuba. On disaster preparedness and prevention Students, teachers and adult communities are improving their level of knowledge about the problems of local environment, its causes, effects and alternative solutions. Training activities in disaster preparedness and prevention are being carried out. The school community (boys, girls, adolescents, youths, teachers and professors) is motivated by educational campaigns and actions on sustainable development. The community participates in the improvement and protection of the environment, as well as in disaster prevention, while furthering its responsiveness to such events. UNESCO-associated schools in Cuba are preparing risk maps and evacuation plans for disaster prevention. (Science and Technology Division of the Ministry of Education, 2011) Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
160 Section 10. Case 22: The Case Studies Cuba (synoptic case) References MINED. (1987-2011). Programas, orientaciones metodológicas, libros de texto y cuadernos de actividades de la Educación General en Cuba. (Programmes, methodological guidelines, textbooks and activity workbooks of General Education in Cuba, in place since 1987). Havana, Cuba: Ministry of Education. Valdés, O, MINED. (1992, 1997 y 2000). Programas y trabajos presentados en los Congresos Iberoamericanos de Educación Ambiental. GUADALAJARA Y CARACAS. (Programmes and papers presented at the Ibero-American Congresses on Environmental Education in Guadalajara and Caracas). Centro de Información para la Educación del MINED. (1986- 2001). Trabajos, disertaciones e informes emitidos a los Congresos Internacionales de Pedagogía. Habana, Cuba. (Papers, dissertations and reports submitted to the International Pedagogy Congresses). Havana, Cuba: Education Information Centre of the Ministry of Education. Valdés, O, Instituto Central para Ciencias Pedagógicas, MINED. (1996). La educación ambiental en el proceso docente educativo en las montañas de Cuba. Doctorado en Ciencias Pedagógicas EN LA especialidad Educación Ambiental. Habana, Cuba. (Environmental education in the teaching-learning process in Cuba’s mountainous areas. Ph.D. Pedagogical Sciences dissertation in the Environmental Education specialty). Havana, Cuba: Central Institute for Pedagogical Sciences, Ministry of Education. Valdés, O, (2011). Dirección de Ciencia y Técnica del MINED. Cuestionario de la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) sobre el trabajo del sector de la educación para Desarrollo Sostenible. Habana, Cuba. (Questionnaire of the United Nations Educational, Scientific and Cultural Organization (UNESCO) on the work done by the education sector in Education for Sustainable Development. Havana, Cuba: Science and Technology Division of the Ministry of Education. 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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