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

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167 Latin America and the Caribbean Students reach for an assignment in a primary school in Llacuash, Peru. Table 13. Guidelines and Indicators for DRR Education in Peru: Some Examples for Grades 1 and 2 © UNICEF/NYHQ2011-1605/LeMoyne Area Competency Ability Indicator Communication -Writing skills: Communicates experiences, interests, wishes, needs and fantasies through writing. -Produces descriptive texts and narratives of everyday situations taking into account audience and message. -Produces descriptive, narrative, poetic and instructional texts of everyday situations from a pre-established scheme. -Writes texts in sequential order. -Writes texts in an orderly fashion, relating events to each other. -Writes short stories and poems taking into account different audiences and including disaster risk reduction messages. -Is able to conceptualize basic definitions of disaster prevention with the help of the teacher. -Writes short stories with defined themes relating to a natural phenomenon, following a logical sequence. Mathematics Geometry and Measurements: establishes and communicates spatial relations using reference systems. Recognizes and describes geometric figures, associating them with their surroundings. -Identifies and makes graphs of still and moving objects, straight lines and curves. -Interprets positions and movements of objects with reference to others. -Produces graphs to map the distribution of risks in its community. Takes into account movements, positions, straight lines and curves. -Produces a map of community and points out evacuation routes. Artistic education Artistic expression: manifests life experiences, feelings and knowledge by using artistic forms of communication. -Drama. Enjoys and analyses theatrical performances. -Represents situations experienced during disasters through a puppets show. -Develops a prevention culture through watching shows describing disaster preparedness. Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
168 Section 10. Case 24: The Case Studies Peru Pedagogy Another interesting actor within the Peruvian context is the Disaster Prevention and Study Centre, (PREDES) a nongovernmental organization promoting the prevention approach in development. Its main objective is to incorporate a prevention approach into sustainable development 96 . PREDES has also made important contributions to DRR education by developing a methodology guide for the incorporation of risk management in schools. This guide provides clear guidelines and indicators for DRR education in all curricular areas of pre-school, primary and secondary. The table below provides some examples: It is important to emphasize that this guide has not been implemented at scale. It was developed in a pilot project shared by PREDES, OXFAM and financed by the DIPECHO programme of the European Commission in a limited number of schools in two regions of Peru, through an M.O.U with the Regional Direction of Education of Puno Region, and the decentralized local unit of three districts. PREDES is a private NGO, and it takes part in projects with which the government is occasionally a partner 97 . Student Assessment No evidence has been uncovered. Teacher Professional Development/Guidance Ciberdocencia is the Educational Portal of the National Department of Development and Training for Teachers 98 . The website is updated regularly and provides access to information, inter- connection services and materials that contribute to the continuous development and strengthening of research and facilitation skills of teachers in training and teachers in service. A few disaster risk reduction materials can be found on this website. There seems to be no other specific guideline for teachers apart from those mentioned above. Learning Outcomes/Competencies There is a very detailed list of subject-specific learning outcomes for the different levels (kindergarten, primary, and secondary) including competencies that are further divided into attainment indicators. These can be found at the Diseño curricular nacional de educación básica regular (National curricula of basic education) (Ministerio de Educación, undated). There is no discrete list of DRR-related knowledge, skills and attitudinal learning outcomes. Policy Development, Planning and Implementation Aspects DRR is framed by the National Policy on Disaster Prevention and Response. One of the policy objectives is to strengthen disaster prevention culture by providing training and information to the general public. However, it does not contain guidelines or programmes relating to school curriculum or formal education. In Peru, DRR education is closely linked to environmental protection. In 2008, the Ministry of Environment (MINAM) was created as the administrative authority of the national environmental sector. MINAM has developed a National Plan of Environmental Action (PLANAA) as an instrument for long 96 http://www.predes.org.pe/predes/ 97 http://www.ciberdocencia.gob.pe 98 http://www.predes.org.pe/predes/predesandia_resultados.htm Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
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United United Nations Nations Unite
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5 Acknowledgements UNICEF and UNESC
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8 Executive Summary This document r
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