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

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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