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

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195 DRR Student Assessment Is there summative assessment of students’ DRR learning? Is there also ongoing formative assessment of their DRR learning? Is portfolio assessment of student DRR learning in place drawing upon and bringing together a range of assessment modalities? Is equal assessment space given to DRR-related skills and attitudinal development as to acquisition of knowledge and understanding? Is assessment an interesting and welcomed aspect of student learning? Does the teacher feed learning from assessment into lesson revision and classroom facilitation? DRR Teacher Professional Development Is a DRR handbook or manual made available to teachers? Does the handbook or manual offer guidance on both DRR lesson content and the facilitation of interactive learning? Is DRR teacher training made available covering both DRR content and practice in interactive learning? Is post-training aftercare made available to teachers in the form of trainer visits to schools, follow-up sharing sessions and structured co-evaluation of lesson facilitation? Is intermediate and advanced training to hone the professional skills of the ‘DRR reflective practitioner’ made available? Is training in the facilitation of affective (emotional) learning offered so as to meet the psychosocial needs of students? Is DRR teacher guidance available on a website or through a practical professional journal? Are principals trained in DRR curriculum and in the leadership of DRR developments in their schools? Are school inspectors and local school system administrators made familiar with DRR curriculum initiatives through training sessions so they are best placed to support in-school curriculum development? Is inter-sectorial training in DRR made available so that teachers, media personnel and others can reinforce DRR messages in formal, non-formal and informal learning settings? Is initial teacher training in DRR teaching and learning available? Is university-based in-service professional development in disaster risk reduction education available? Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
196 Section 11. Checklist of Optimal DRR Curriculum Practice DRR Learning Outcomes Is a comprehensively articulated list of DRR learning outcomes available for the both primary and secondary curriculum as a whole? Are fully articulated subject- and grade-specific lists of DRR learning outcomes available? Do the lists give equal weighting to knowledge and understanding, skills and attitudinal/dispositional learning outcomes? Are DRR knowledge and understanding, skills, and attitudinal and dispositional learning outcomes systematically widened and deepened grade by grade? Are learning outcome lists periodically evaluated and revised in the light of accumulating experience? Is the range of learning and teaching approaches employed fit for purpose in terms of realizing the spread of agreed learning outcomes? Have clear and direct linkages between learning outcomes and forms and styles of assessment been established? Integrating Disaster Risk Reduction in the Curriculum Are legal/regulatory mechanisms and educational policies in place to enable the mainstreaming of DRR curricula? Is DRR curriculum development working in step with the national cycle of curriculum review and revision? Is ongoing textbook and learning materials development happening to widen, deepen and further systematize integration of DRR curricula and effect qualitative improvement across the DRR provision? Are the means in place to ensure textbooks contribute to the participatory learning that DRR requires? If DRR curriculum development is part of a pilot project, are strategies and actions of sufficient impact and influence in place to ensure continuance and movement to scale? Is there a national initiative in train to identify core messages, key concepts, key knowledge and key competencies and skills for DRR and to embed them in the national primary and secondary curriculum? If a special subject for DRR is being developed, are efforts in place to also ensure that DRR appears elsewhere in the curriculum? Is DRR being folded into significant and already existent crosscutting curriculum themes and dimensions such as education for sustainable development, environmental education, education for citizenship? If schools are participating in ‘special events’ in disaster risk reduction, are they ensuring that learning from the experience is connected to classroom learning? Are DRR curricula being developed through a proactive and fully committed partnership between the ministry responsible for education and the ministry responsible for disaster and emergency management? 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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