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

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59 School overtaken by the dune/ Aral, Kazakhstan. © UNESCO/ Zhanat Kulenov The Importance of Evaluation and Research Evaluation of pilot curriculum has been reported across many of the case studies with evaluation-informed adjustments happening in its wake. The researchers have come across only sporadic anecdotal evidence of the development of evaluation mechanisms to determine the efficacy of disaster risk reduction curriculum when hazard threatens or disaster strikes. This is an important but problematic area. It is important in that school systems know whether its disaster risk reduction initiatives have guided children’s actions and protected them, their families and communities. It is problematic in that developing evaluation mechanisms and having trained personnel on standby to undertake the evaluation may be costly. It is even more problematic in that it can feel counter-intuitive to make such an evaluation at the time of a threat or disaster. For such reasons, New Zealand National Hazards Research Platform imposed a two-month social research moratorium in Canterbury in the two months following the February 2011 earthquake and thereafter called for well-coordinated research that ‘respects the needs and capacities of the local affected population’ (Johnston, 2011). Not only do evaluation mechanisms need to be put in place but ethical codes and protocols developed to guide and monitor evaluation in such circumstances must also be implemented. DRR-related curriculum, pedagogical and institutional/community change research is still emerging as a field of academic study. It is clear that another thread of national or regional DRR curriculum development is the funding of educational research centres or units within higher education institutions that have a remit to explore processes of curriculum development and implementation and their impacts. Building a ‘culture of safety’ needs to be a research-informed work in progress. References Johnston, D. (2011). Social Research in Post-earthquake Canterbury. New Zealand: Natural Hazards Platform. Myers, R.G. (1984). Going to Scale. (A Paper Prepared for UNICEF for the Second Inter-Agency Meeting on Community-based Child Development, New York, 29-31 October 1984). Smith, J. & Colvin, C. (2000). Getting to Scale in Young Adult Reproductive Health Programmes. Focus Tool Series 3. Washington DC: Focus on Young Adults. http://www.pathfind. org/guides-tools.htm Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
60 © UNICEF/NYHQ2008-0459/Adam Dean © UNICEF/NYHQ2006-1037/Palani Mohan 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
Page 7 and 8: 8 Executive Summary This document r
Page 9 and 10: 10 Section 1. Introduction The Hyog
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200 Section 6: page 34 On 1 August,
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204 Myanmar page 109 Students atten
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206 Chile page 151 In 1994 in Chile
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