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

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205 Malawi page 129 (Left-right) Mary Kapalamula, 16, and her sister Sungeni, 11, do their homework at their home in the Safalao market area in Ndirande Township on the outskirts of the city of Blantyre. Their father, brother and uncle were killed by AIDS, while their mother died of an unknown illness in 1997. Mary, Sungeni and their sister Mwaiwao, 13, who has a mental disability, were looked after by their grandmother until her death in 2004. Now, as the eldest, Mary heads the household, while Mwaiwao lives with friends. They have been shunned by most of the family, and live in a small house, where they sleep on the floor. Mary fears for their safety, because boys have been pounding on the door in the middle of the night, raising the spectre of rape or murder. As their situation deteriorates, they have begun begging for food. Despite their poverty, both girls go to UNICEF-supported schools. Mary dreams of becoming a doctor or a teacher. © UNICEF/NYHQ2005-1385/Nesbitt France page 135 A child drawing in primary school classroom in La Varenne Saint-Hilaire, France. © UNESCO/Dominique Roger Japan page 139 Yuuna Sasaki, 8, photographs Kobuchi Beach, in the city of Ishinomaki, Miyagi Prefecture. Debris towers behind her. Yunna is among 14 children participating in a UNICEF photography workshop in the city. “I won’t be able to forget the heap of rubble. I photographed it because every piece holds people’s memories. I don’t want them to be forgotten,” she said. Ishinomaki’s pre-quake population was 160,826, but 3,144 of its people died in the tsunami, and 890 are still missing. Coastal areas essential to the whaling trade and the cultivation of oysters – sources of livelihood for many residents – were also destroyed. Severe depopulation is another challenge for the city. © UNICEF/NYHQ2011-2265/Pirozzi New Zealand page 143 Staff and parents at a Whanau hui or family meeting of Te Kotuku Kohanga Reo on the Te Atatu Peninsula, Auckland, New Zealand, 2010. © UNESCO/J. Carlin British Virgin Islands page 149 A regional workshop on Climate Change Education for Sustainable Development in the Caribbean, organized by UNESCO in June, 2011, in the British Virgin Islands. © UNESCO/Julia Heiss Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
206 Chile page 151 In 1994 in Chile, a boy stands in the main square of the town of San Pedro de Atacama. © UNICEF/NYHQ1994-1356/Wichenberger Costa Rica page 153 Guaymi Indigenous Reserve. © UNESCO/Johny Esquivel Tenorio Cuba page 157 A smiling boy sits outdoors with other children at the Renato Guitart primary school in Havana, the capital. © UNICEF/NYHQ1995-0397/Barbour page 161 Girls and boys play a game with wooden blocks at the Isabel Rubio rural school in the La Guasasa community, Pinar del Rio Province, Cuba. © UNICEF/NYHQ1995-0409/Barbour Nicaragua page 163 A girl smiles as she stands by a running tap connected to a water tank provided by UNICEF for displaced families in the town of Palacaguina, 105 km north of Managua, the capital. © UNICEF/NYHQ1998-0678/Balaguer Peru page 167 Students reach for an assignment in a primary school in Llacuash, a farming community in the district of Huallanca. The two teachers hike an hour through the mountains each day to reach the school, which approximately 25 children attend. The school is a part of the national system, and classes are conducted in Spanish. Although most of the children speak Spanish in addition to their native language of Quechua, students who only speak their native language have difficulty understanding the lessons. Providing learning materials in indigenous languages helps to ensure that students reap the rewards of their education. © UNICEF/NYHQ2011-1605/LeMoyne Egypt page 173 Children participate in a group activity during a life-skills peer education session at the UNICEF-supported Abu Tig Youth Centre in Abu Tig, a town in Asyut Governorate. © UNICEF/NYHQ2007-2718/Noorani Bangladesh page 177 Resma, 9, salvages damaged textbooks in what used to be her room, in the village of Amua in Barisal District, one of the area's hardest hit by Cyclone Sidr. The roof of her family's home blew off in the storm. © UNICEF/NYHQ2007-1805/Noorani 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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10 Section 1. Introduction The Hyog
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12 © UNICEF/NYHQ2009-1460/Josh Est
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14 Section 2. Methodology Environme
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18 Section 3. Disaster Risk Reducti
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22 © UNICEF/NYHQ2009-1818/Susan Ma
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24 Section 4. Approaches to Integra
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26 Section 4. Approaches to Integra
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28 © UNICEF/NYHQ2010-2125/Olivier
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30 Section 5. Towards a Pedagogy of
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32 Section 5. Towards a Pedagogy of
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40 Section 7. Teacher Professional
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42 Section 7. Teacher Professional
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56 Section 9. Diagram 1. Integratin
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58 Section 9. Integrating Disaster
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60 © UNICEF/NYHQ2008-0459/Adam Dea
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62 Section 10. Case 1: The Case Stu
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