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

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165 Latin America and the Caribbean Ministerio de Educación, Cultura y Deportes. (undated f). Educación en gestión de riesgo quinto y sexto grado de educación primaria: guía para docentes (Risk Management Education for 5 th and 6 th Grade of Primary School: Teacher's Book). Managua: MINED/SINAPRED. Ministerio de Educación, Cultura y Deportes. (undated g). Educación en gestión del riesgo séptimo y octavo grado: cuaderno de actividades del estudiante (Risk Management Education for 7 th and 8 th Grades: Student's Workbook). Managua: MINED/SINAPRED. Ministerio de Educación, Cultura y Deportes. (undated h). Educación en gestión del riesgo séptimo y octavo grado: guía para docentes (Risk Management Education for 7 th and 8 th Grades: Teacher's Book). Managua: MINED/SINAPRED. Ministerio de Educación. (1994). Plan Nacional de educación escolar para casos de desastres (National Plan of School Education for Disasters). Managua: MINED. Ministerio de Educación. (2009). Programa de Estudio Educación Primer Grado (School Curricula for 1 st Grade). Managua: División General de Curriculum y Desarrollo Tecnológico. Secretaría Ejecutiva del Sistema Nacional para la Prevención, Mitigación y Atención de Desastres (SE-SINAPRED). (2006). Guía metodológica para la educación en gestión del riesgo (Methodological Guide for Risk Management Education). Managua: SE-SINAPRED/MINED. Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
166 Section 10. Case 24: The Case Studies Peru Overview Peru presents an excellent example of national initiatives and international cooperation when it comes to DRR education. DRR is infused into a range of primary and secondary subjects, the infusion being informed by guidelines on competencies. Introduction In 2007 the Ministry of Education launched its Social Mobilization Safe, Clean and Healthy Schools program (MS ESLS). MS ESLS promotes educational programmes aimed at the generation of values, attitudes and practices necessary to foster sustainable development. One of its main objectives is to raise awareness and engage the educational and local community in the promotion and generation of a healthy life style, risk management and sustainable use of resources and biodiversity. The National School Curriculum establishes 'the understanding of the natural environment and its diversity and the development of environmental awareness geared towards risk management and the rational use of natural resources, within a modern citizenship framework’ as one of its objectives. (Ministerio de Educación, undated, 21). It also proposes disaster risk reduction education and environmental awareness as a cross- curricular theme. Curriculum Development/Integration The National School Curriculum at the primary level covers DRR within the Social Personal division that aims at promoting the full development of students as human beings and active members of society (National Curriculum, 205). DRR is covered specifically in Geography (grades 1 to 6) emphasizing an understanding of natural and anthropic phenomena, emergency preparedness, the National System of Civil Defence and prevention. DRR is also addressed in Science and Environment (grade 5) during the study of earthquakes, fostering ‘participation in preventative actions of environmental risks’ (Ministerio de Educación, undated, 251) as one of its primary outcomes. In secondary education, DRR is included in the History, Geography and Economy division, promoting ‘risk management capabilities and a long-term vision of development alternatives within a sustainable development framework’ (Ministerio de Educación, undated, 385). DRR appears in Geography (Grade 7 to 8) in which the student must be able to ‘propose alternative solutions of risk management measures and prevention in rural and urban areas’ (Ministerio de Educación, undated, 390). DRR also appears as part of Science, Technology and Environmental Education (grades 7 to 11) in which the development of environmental consciousness in risk management is specified as an objective. The contents of these relate DRR to climate change, sustainable development and prevention. The instructions included in the Educational Project of each school (a document produced by schools to explain how they will organize and contextualize the curriculum and teaching methodologies) establish that at least one institutional objective should be related to the inclusion of risk management in the teaching-learning process. Using the National Curriculum Framework foundation, each school should include risk management as a transversal topic with emphasis on areas such as personal development, social studies, and science and the environment. Schools decide the particular way to include the topic in their contextualized curricula. This means that all schools have covered some aspect of DRR, and, as such, the process is generalized. 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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