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171 Latin America and the Caribbean Proyecto Apoyo a la Prevención de Desastres en la Comunidad Andina (PREDECAN). (2009a). Módulo: Educación para la gestión del riesgo de desastre: herramientas conceptuales y metodológicas para su incorporación en la currícula (Module: DRR Education: Concept and Methodological Tools for Its Incorporation into the Curriculum). Lima/Comunidad Andina/ PREDECAN. Proyecto Apoyo a la Prevención de Desastres en la Comunidad Andina (PREDECAN). (2009b). Lineamientos para la incorporación de la gestión del riesgo en la educación básica regular del sistema educativo peruano (Guidelines to Incorporate Risk Management in Basic Regular Education of Peruvian Educational System). Lima: Ministerio de Educación/Comunidad Andina. Roca Basarde, D. et.al. (2009). Gestión del riesgo en instituciones educativas: Guía para docentes de educación básica regular (Risk management in educational institutions: Teacher’s Guide for Basic Regular Education). Lima: Ministerio de Educación. Sistema Regional de Defensa Civil (SIREDECI). (undated). Coloreando conocemos el riesgo de desastre en nuestra comunidad (We Learn about Disaster Risks in Our Community by Colouring). Lima: Soluciones Prácticas. Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
172 Section 10. Case 25: The Case Studies Egypt Overview In Egypt, DRR is generally well accepted at the mainstream strategic and policy levels (the Decree of the Prime Minister for the National Committee 100 and the National Strategic Plan 101 were approved, the National Communication Plan 102 developed, and Capacity Building project 103 implemented as a pilot in three governorates). But DRR in education has only been explicitly addressed in environmental sciences programmes. The National Reform Plan 104 for pre-university education foresees empowering students with the knowledge, attitudes and skills to deal with emergencies in local circumstances, such as earthquakes (after the 1992 earthquake), floods (after the 1994 event in Upper Egypt) and fire. Introduction The Egyptian National Progress Report 105 on the implementation of the Hyogo Framework for Action (2009-2011) states that regarding Priority 3, core indicator 2, the level of progress achieved is at level three, i.e., ‘institutional commitment attained, but achievements are neither comprehensive nor substantial’. (UNISDR, 2011, 13). DRR is included in the national educational curriculum at the primary and secondary school levels usually under Environmental Sciences although no systematic Professional DRR training programmes are offered to teachers, administrators and students. According to the Ministry of Education’s plan, schools regularly implement evacuation simulation exercises for different types of disasters at least three times per academic year. Reviewing and updating information on the existing school curriculum in terms of DRR is also required. For higher education, undergraduate DRR courses are still lacking and postgraduate inclusion of the DRR concept remains an unfulfilled recommendation. Criteria have not yet been set to monitor and evaluate the benefit to society from DRR training, awareness, education and cultural change. Curriculum Development/Integration An initiative for developing the curriculum of basic education (Primary and Preparatory stages) was launched for 2007-2011 to: Develop the National Standards and modernize curricula at all levels Shift from a teacher centred to a learner-centred approach Integrate concepts in contemporary life such as environment (including some DRR concepts), human rights, and democracy Respond to the needs of the community and the labour market in light of the accelerated social and economic growth (and resultant new needs, personal specifications, and competencies and skills that qualify a person to compete in various business sectors) Develop positive attitudes and dispositions of learners towards different subject matters. These attitudes will in turn to learn by engaging with and presenting subjects using interesting and appealing methods. The subjects themselves will be more meaningful if they cover real life situations. Provide learners with experiences that can be applied to real life, and develop their abilities to solve problems and make decisions. (Egypt National Strategic Plan for Pre-University Education, 2007/8-2011/12) There were limitations, however, in achieving integration and interdependence within and between the various subjects. In the National Plan of Reform of Education themes and issues of DRR have been addressed in four areas: The curriculum of basic and secondary school Student activities Evaluation Teacher training. (Centre for Curriculum and Instructional Materials Development Centre, Ministry of Education, 2011). The developed curricula (2007/2011) include contemporary issues, mainly those related to the security and safety of 100 Decree of the Prime Minister No. 1537 (dated 27 th May 2009). 101 IDSC (the Cabinet, Information and Decision Support Centre). (2010). The National Strategy for Crisis/ Disaster Management and Disaster Risk Reduction. 102 IDSC (the Cabinet, Information and Decision Support Centre) and UNICEF. (2010). Egypt National Communication Strategy for Raising Societal Awareness in the Area of Risk Reduction and Crisis Management. 6 IDSC (the Cabinet, Information and Decision Support Centre). (2011). Egypt Statement made at the Global Platform for Disaster Risk Reduction. www.preventionweb.net/english/professional/policies/ 103 IDSC (the Cabinet, Information and Decision Support Centre) and UNDP. (2010). A National Plan for Capacity Building for Crisis, Disaster and Risk Management. www.undp.org.eg Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
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