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

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West and Central Africa
Students learn proper hygiene practices,
in Inyima Village, Nigeria.
© UNICEF/NYHQ2010-1746/Eseibo
Home Economics: rain and floodwater harvesting,
school gardening, the impact of fuel wood cooking
on women and children, gender roles, personal hygiene
Geography: demography and population, coastal population,
vulnerability to flood, drought and desertification, urban
and rural planning, weather and seasonal forecasting,
infrastructural construction, dredging and waterways,
drainage systems, erosions, landslides, cyclones,
transportation and emissions, hydrology (Ibid).
The Teacher’s Guidance Pack indicates that ‘teaching methods
should be more student-centred than teacher-centred’ (Ibid).
More specifically, it advocates using a variety of pedagogical
methods and resources at primary level: stories; cartoons/
comic books; jokes; puzzles; games; sports; core theatre
presentations (dance, drama, fiction, poetry); creative arts;
graphics/special drawings/colouring; photography and short
films; printed, electronic and social media with children as
producers and presenters; songs; role plays and simulations;
quizzes and debates; child-focused group discussions;
children’s parliament (Ibid).
At the junior secondary level, the following pedagogical
approaches and resources are proposed: hands-on experience,
quiz competitions, video films, theme clubs and groups on
social media, drama, debates, excursions, exchange programmes
and field trips (Ibid).
At the senior secondary level, the Teacher’s Guidance Pack
reminds teachers of the diverse cultural, ethnic, religious,
socio-economic backgrounds of students and calls for
‘sensitivity, particularly in handling wide-ranging, cross-cutting
and currently evolving subjects such as gender and climate
change’ (Ibid).
Student Assessment
Student assessment details are not currently available.
Forms of assessment may be developed once the current
curriculum review is completed.
Teacher Professional Development/Guidance
The Teacher’s Guidance Pack aims to:
Help teachers to enhance their knowledge of climate
change and sustainability concepts;
Empower them to organize pupil/student activities and build
up their skills in strategic planning and the implementation
of school curricula on climate change and Disaster Risk
Reduction;
Promote a collaborative culture among teachers in which
there is a sharing of experiences within intra-school and
inter-school spheres;
Include an educational pack to demonstrate ways to
conduct climate change education programmes (Ibid).
The Pack includes a section on gender and climate change.
It overviews basic gender concepts and gender perspectives
and explains the relevance of integrating gender with climate
change adaptation and DRR in school curricula, while highlighting
existing tools for gender mainstreaming into climate change
initiatives (Ibid). Examples of gender specific themes at the
junior secondary level include: ‘You, Gender Equity, Climate
Change and Disaster’, ‘Gender, Climate Change, Disaster Risk
Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries