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

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7 Table of Contents 10 Section 1. Introduction 12 Section 2. Methodology 16 Section 3. Disaster Risk Reduction in the Curriculum 22 28 34 38 44 54 60 194 Section 4. Approaches to Integrating Disaster Risk Reduction in the Curriculum Section 5. Towards a Pedagogy of Disaster Risk Reduction Section 6. Disaster Risk Reduction Learning: Assessment of Students Section 7. Teacher Professional Development in Disaster Risk Reduction Education Section 8. Disaster Risk Reduction Education: Learning Outcomes Section 9. Integrating Disaster Risk Reduction in the Curriculum: Other Aspects of Policy, Planning and Implementation Section 10. The Case Studies Section 11. Checklist of Optimal DRR Curriculum Practice Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
8 Executive Summary This document reports the findings of a UNICEF/UNESCO Mapping of Global DRR Integration into Education Curricula consultancy. The researchers were tasked with capturing key national experiences in the integration of disaster risk reduction in the curriculum, identifying good practice, noting issues addressed and ones still lacking and reviewing learning outcomes. The methodology employed has been one of meta-research of available literature and case study documentary research into the experiences of thirty countries. The most frequently found approach to DRR integration is that of infusion, i.e., disaster-related themes and topics that are woven into specific school subjects. DRR is, for the most part, integrated into a narrow band of subjects, typically the physical and natural sciences, although there are examples of its appearance across a wider range of subjects. There are a limited number of examples of DRR appearing as the primary focus or key strand within a special new subject area. Moreover, there is little evidence of cross-curricular linkages being forged nor of an interdisciplinary approach being adopted. If horizontal integration is not prominent, neither is vertical integration of DRR learning at the primary and secondary grade levels. A broad range of approaches to integrating disaster risk reduction has been identified: the textbook-driven approach; the pilot project approach; the centralized competency-based approach (in which curriculum development is determined by the identification of key competencies); the centrally developed special subject approach; the symbiosis approach (in which an established cross-curricular dimension such as environmental education, education for sustainable development or life skills education serves as a carrier for DRR); the ‘special event’ approach. The advantages and disadvantages of each approach are enumerated. Learning and teaching approaches used in addressing DRR curriculum tend to be generally limited in application. Links are not, in many cases, being made between the competency, community engagement and proactive citizenship ambitions of DRR and the need for interactive, participatory and ‘in the field’ learning through which competencies, involvement literacy and confidence are built. Successful examples of interactive, inquiry, experiential and action learning are to be found across the case studies but not in great numbers. There is little evidence for affective learning approaches (involving the sharing of feelings and emotions) even though learning about hazard and disaster can elicit a strong emotional response in the learner. The need for affective learning becomes ever stronger in that the increasing incidence of disaster means that pre-disaster learning is increasingly taking place in post-disaster or slow-onset disaster learning environments. Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
Page 1 and 2: United United Nations Nations Unite
Page 3 and 4: Disaster Risk Reduction in School C
Page 5: 5 Acknowledgements UNICEF and UNESC
Page 9 and 10: 10 Section 1. Introduction The Hyog
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Page 13 and 14: 14 Section 2. Methodology Environme
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Page 17 and 18: 18 Section 3. Disaster Risk Reducti
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58 Section 9. Integrating Disaster
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194 Section 11. Checklist of Optima
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196 Section 11. Checklist of Optima
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200 Section 6: page 34 On 1 August,
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202 Country Case Study Photographs
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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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