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

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School children,
Florida Valle, Colombia.
© UNESCO/Ministerio de Educación
Table 3.
DRR Pedagogies: Summary
Learning Modalities
Interactive Learning
Affective Learning
Inquiry Learning
Surrogate Experiential Learning
Field Experiential Learning
Active Learning
Number of Country Case Study
1, 2, 3, 4, 7, 8, 9, 10, 12, 14, 15, 16, 17, 18, 23, 25, 29, 30
7, 15, 18
2, 15, 18, 23, 25, 29
1, 2, 3, 4, 6, 7, 8, 9, 11, 12, 17, 21, 25, 26, 29, 30
2, 4, 9, 17, 18, 19, 30
2, 4, 6, 9, 10, 14, 16, 18, 21, 26
Notes:
to integrate textbook approaches to curriculum delivery with
the adoption of interactive learning.
DRR-related curriculum developments that have placed significant
emphasis on active forms of learning have had a positive
impact on students, teachers, families and communities in
a relatively short amount of time (see Georgia and Lao PDR,
case studies 2 and 9).
Active learning methods often run counter to the cultural norms
of both schools and communities. In this regard, processes of
making parents and adult community members aware of the new
practices, and allowing them to experience those practices, is one
that DRR curriculum development initiatives have yet to take on.
1. In some cases, it is not clear from the data available how
much a recommended pedagogical approach (for example,
in a teachers’ guide or manual) is in fact being used by teachers.
The above table is thus a combination of the intentional/
aspirational and the actual/implemented.
2. Identification of a case study in the above table does not
necessarily mean that the pedagogy is used throughout
the whole country. In some cases, it is only manifest in
a geographically restricted project.
3. Although the Turkey case study (5) does make general mention
of active learning, this country does not appear above due to
a lack of further detail.
Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries