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

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3 Foreword Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries The increased exposure of countries to both natural and man-made hazards poses a threat to lives and sustainable development efforts. In 2011 alone, 302 hazards resulted in disasters that claimed almost 30,000 lives, affected 206 million people and inflicted damages worth an estimated US$366 billion, according to the United Nations Office for Disaster Risk Reduction (‘UNISDR’ Towards a Post-2015 Framework for Disaster Risk Reduction). In the event of a disaster, children are the most affected, schooling systems are disrupted, therefore affecting a fundamental right of children, the right to education. Developmental gains in education are reversed with the damage or destruction of school facilities, the prolonged disruption of education, limited access to schooling, and decreased education quality. To effectively reduce disaster risks for communities, the United Nations Children’s Fund ‘UNICEF’ and the United Nations Educational, Scientific and Cultural Organisation ‘UNESCO’ recognise the important role education plays in reducing vulnerability and building resilience. Education can be instrumental in building the knowledge, skills, and attitudes necessary to prepare for and cope with disasters, as well as in helping learners and the community to return to a normal life. This report is a mapping of countries that have included elements of disaster risk reduction into their education system. It captures national experiences whilst noting key challenges in countries where disaster risk reduction is less clearly prioritised or where specific teacher training doesn't exist. We hope that this publication and the subsequent technical guidance for education planners that UNICEF and UNESCO are developing will provide support to all countries in the process of integrating disaster risk reduction into their curricula with examples of best practices and innovative solutions. By placing Education and Disaster Risk Reduction at the heart of the sustainable development agenda we are offering future generations the chance to thrive. UNICEF and UNESCO would like to thank the consultants who undertook this exercise and all the members of the technical reference group for their commitment and dedication to this project. Qian Tang Assistant Director-General, Education, UNESCO Geeta Rao Gupta Deputy Executive Director, UNICEF 1 UNISDR - Post-2015 Development Agenda Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
5 Acknowledgements UNICEF and UNESCO would like to express their profound thanks to the authors of the document David Selby and Fumiyo Kagawa, Sustainability Frontiers, to UNISDR for the continuous support provided, to UNESCO International Bureau for Education, and especially Dakmara Georgescu, for the invaluable expert support and key resources provided at the early phases of the project, and to Anna-Maria Hoffmann and Aisling Falconer (UNICEF) for their insightful contributions throughout the project, as well as those who have authored particular case studies: Guillaume Simonian, UNICEF, for the Russia case study; Hugo Labate, UNESCO/UNICEF Consultant, for the Angola and Chile case studies; Anaily Castellanos, former UNICEF UK volunteer, for the Costa Rica, Nicaragua and Peru case studies; Aimée Betancourt, UNICEF, for the Cuba case study; Professor Hany Helal for the Egypt case study and to Julia Heiss, UNESCO, who contributed actively to the finalisation and dissemination of the report. The authors, David Selby and Fumiyo Kagawa, would like to acknowledge the following for their significant assistance with the development of the case studies by sending documentation, responding to queries and, in some cases, giving feedback on drafts: Eva Ahlen, UNICEF; Alice Akunga, UNICEF; Sardar Umar Alam, UNESCO; Hala Al-Husseini, UNICEF; Benoit d'Ansembourg, UNICEF; Sheniah Armstrong-Davies, Department of Disaster Management, British Virgin Islands; Lydia Baker, Save the Children; Andrea Berther, UNICEF; Stuart Campo, UNICEF; Roshan Chitrakar, UNESCO ; Ruth Custode, UNICEF; Janet A. Cupidon Quallo, UNICEF; Jeanne- Aimee De Marrais, Save the Children ; Nemani Drova, Ministry of Education, Fiji; Kayode Fagbemi, National Emergency Management Agency, Nigeria; Sandra Álvarez Fernández, UNICEF; Alex Fowler, ADPC; Yukiko Fujimori, UNICEF; Ian George, Ministry of Education, Cook Islands; Judith Giwa-Amu, UNICEF; Doris Gordón, Plan International; Masakazu Goto, National Institute For Educational Policy Research, Japan; Nino Gvetadze, UNICEF; Nick Hall, Plan International; Maharani Hardjoko, Save the Children; Nick Ireland, Save the Children; Victoria Johnson, New Zealand; Munas Kalden, UNICEF; Sameer Lugman, UNESCO; Marika Luiso, MCDEM, New Zealand ; Fall Mohamed M. Malick, UNICEF; Alison S Mhlanga, Malawi Institute for Education; Helena Murseli, UNICEF; Johnson Nkem, UNDP; Margo O’Sullivan, UNICEF; Ananda Paudel, Curriculum Development Centre, Nepal; Sara Poehlman, UNICEF; Goulsara Pulatova, UNICEF; Jacky Roland Randimbiarison, UNICEF; Ian Rodgers, Save the Children; Myint Myint San, UNESCO; Olivier Schick, AFPCN, France; Munamuzunga Sikaulu, UNICEF; Sonia Sukdeo, UNICEF; Iwanna Swart, UNICEF; Airlie Taylor, ActionAid International; Peter Transburg, INEE; Zeynep M. Turkmen, Bogazici University Center for Disaster Management, Turkey; Nolan Van Der Ross, UNICEF; Matilde Nida Vilches, Save the Children ; Kennedy Warren, UNICEF; Mohamed Yasir, UNDP; Danielle Wade, Save the Children; Irénée B. Zevounou, UNICEF. Regina Molchanova, former UNICEF Intern, provided a wealth of initial material that served as a springboard for our subsequent case study research. Finally, the authors would also like to express their heartfelt thanks to UNICEF and UNESCO colleagues who have contributed significantly to the consultancy. Guillaume Simonian, Programme Officer, Risk Analysis and Risk Reduction, UNICEF, has been their key contact and has offered wise, generous and unfailing support throughout. Nicolay Paus, Disaster Risk Reduction and Prevention in Education Programme Specialist, UNESCO, has been a constant source of support. Hugo Labate, who was responsible for bridging the consultancy with the following UNESCO-led consultancy, has been a likeminded and supportive colleague throughout. In addition, they we wish to express their thanks to those members of the Project Reference Group attending the two Paris seminars for their companionship and collegiality and many contributions to the successive renditions of of their work. Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
Page 1 and 2: United United Nations Nations Unite
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Page 7 and 8: 8 Executive Summary This document r
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