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

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Table 7.
Going to Scale with DRR Curriculum: Enabling and Disabling Factors
Enabling Factors
Sustained funding flow
Disabling Factors
Funding for scale not available or cut off
Proactive political commitment and partnership ethic
on the part of all key stakeholders
Broadly conceived (professional development oriented)
and sustained active capacity building
Quality and commitment of pre-scale leadership mirrored
at all stages of movement to scale
Pre-scale sense of participation and ownership retained
by those involved during scaling-up process
Essential resources/information made available to all
stakeholders in appropriate form at all key points in
movement to scale
Challenging nature of DRR innovation embraced at
successive levels during scaling up process
At-scale initiative signals that local and regional divergence
to reflect context can be accommodated and is welcomed
Anticipation and active pre-emption of barriers to movement
to scale
Informed movement to scale, i.e., lessons learned through
pre-scale monitoring, data gathering, evaluation and
research built into advocacy and practice
Legal/ regulatory systems and educational policies to
mainstream DRR curriculum in place
Coordination and dissemination mechanisms for good
practices are in place
Working in step with the national cycle of curriculum
review and development
Territoriality, passive or reluctant commitment on the part
of one or more key stakeholders
Narrowly conceived (i.e., technical tips) and one-off event
capacity building or no active capacity building
Failure to translate pre-scale quality of leadership into
supporting and guiding scaling-up process
Pre-scale sense of participation and ownership not
replicated during scaling-up process
Essential resources/information not delivered to
stakeholders in appropriate form at key moments
in movement to scale
Challenging nature of DRR innovation becomes threatening,
leading to softening, at the larger (political cadre) scale
A ‘one-size-fits-all’ approach to curriculum development
not allowing for local and regional divergence
Failure to anticipate and pre-empt barriers to movement
to scale
Failure to monitor, gather data, evaluate and research
DRR curriculum innovation leading to uninformed
advocacy and practice
No legal/regulatory system and educational policies exist
to mainstream DRR curricula
Initiatives remain in isolation and there is a lack of synergy
between them
Working out of step with the national cycle of curriculum
review and development
Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries