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

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177 South Asia After Cyclone Sidr, Resma, 9, salvages damaged textbooks in what used to be her room, in the village of Amua, Bangladesh. © UNICEF/NYHQ2007-1805/Noorani educational board game, Riskland 110 . These first interactive learning materials in Bangla were pilot tested and received very enthusiastically by school children. Students expressed positive feedback on the learning kit. According to one student: ‘This game has a lot of interesting things which created much interest among us’ (UNISDR, 2007, 7). Another student commented, ‘I hope we have similar interesting ways of learning every day’ (Ibid, 7). How to incorporate interactive ways of teaching and learning for DRR within the formal curriculum space remains a challenge. A working paper by ADPC and Action Aid Bangladesh (2010) highlights the issue: ‘there is a need to give more emphasis on pedagogy’, as ‘at the present DRR is included only into TEXT version in different grades’ (34). Student Assessment The research has thus far found no information on DRR student assessment. Teacher Professional Development/Guidance Current textbook-driven DRR curriculum integration is not paralleled by pedagogical support for teachers. There are only small-scale initiatives for teacher capacity building and teacher resource development. Hence, ‘considering the sector size, the resources are inadequate’ (UNISDR, 2011, 46). To fill the current gap, ADPC and ActionAid Bangladesh (2001, 34) have made a number of suggestions which include: the provision of teaching aids to teachers; providing regular training to newly recruited teachers by the National Teacher Training Institute; allocation of budget for teacher training and materials development by the Ministry of Primary and Mass Education; developing a close partnership between the National Pedagogical Department and the Disaster Management Bureau. Learning Outcomes/Competencies The research has thus far found no elaboration of DRR learning outcomes and competencies. Policy Development, Planning and Implementation Aspects In Bangladesh, there are some national programmes and policies that enable DRR formal curriculum development. For example, the Comprehensive Disaster Management Programme (CDMP) 111 , led by the Disaster Management and Relief Division (DMRD) within the Ministry of Food and Disaster Management (MoFDM), works with 12 Ministries, including Education 112 . CDMP aims at promoting and implementing a number of initiatives to strengthen disaster management and long-term risk reduction capacities (UNISDR, 2011). In phase one of the CDMP project (2004-2009), its specific focus area was ‘professionalizing the disaster management system’. Substantial efforts were made in institutionalizing DRR issues in the educational system. MoFDM drafted the Learning and Development Strategy, in which the following objective was included: ‘support to National Curriculum and Text Book Board (NCTB), public and private universities, and research institutes (under DM education and training network) to strengthen the capacities to incorporate new courses and carry out search initiatives’ (Islam, undated). 110 111 http://www.unisdr.org/2004/campaign/pa-camp04-riskland-eng.htm CDMP is assisted by DFID, UNDP and the EC (Ministry of Women and Children Affairs, 2010). 112 National Curriculum and Text Book Board (NCTB), Ministry of Education is one of the partners (Islam, undated). Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
178 Section 10. Case 26: The Case Studies Bangladesh There are some education specific action agenda items in the National Plan for Disaster Management 2010-2015, whose broad vision is ‘bringing a paradigm shift in disaster management from conventional response and relief practice to a more comprehensive risk reduction culture’ (Disaster Management Bureau Disaster Management and Relief Division, 2010, III). Including DRR and climate change adaption in teacher training at all levels as well as embedding DRR and climate change adaption perspectives in all levels of education are highlighted (Ibid). In order to address climate change, the National Adaptation Programme of Action (NAPA) proposes the inclusion of climate change themes and issues in secondary and tertiary curriculum (Ministry of Environment and Forest, 2005). The National Education Policy, 2010, includes the development of learners’ awareness about climate change and the natural and social environment as one of the objectives and aims of education (Aktar, undated). Furthermore, the National Curriculum Coordination Committee approved incorporating disaster and climate risk reduction issues in textbooks for grades 2 to 7. This is a significant instance of governmental commitment to resource allocation for climate change and disaster risk reduction (UNISDR, 2011). A widening of scope and purpose, allied with more commitment to pedagogical and teacher capacity building, will complement and enrich, and at the same time moderate, the prevailing focus on textbook-driven DRR-related curriculum development. Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
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United United Nations Nations Unite
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Disaster Risk Reduction in School C
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5 Acknowledgements UNICEF and UNESC
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8 Executive Summary This document r
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