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

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Central and Eastern Europe
and the Commonwealth
of Independent States
Second, the nexus between effective DRR-related education
and interactive learning is strikingly present and visible. The
teacher manual, Teaching DRR with Interactive Methods
(UNICEF/NCC, 2011), flags the catalytic role that interactive
learning needs to play, while the teacher in training learns that
teaching DRR is as much about being a good facilitator as
acquiring knowledge of disasters.
Third, although in its early days, the Head of Class Hour approach,
with its emphasis on interaction, action and practice, appears
to be succeeding in ways not achieved within core subjects
by galvanizing links between school and community, with students
playing a significant, empowered part in disseminating DRR
messages across the community (UNICEF, 2011, 7).
References
European Commission/UNICEF. (2011a). Summary Report:
Central Asia and South Caucasus Knowledge Management
Workshop on Disaster Risk Reduction in Education, Istanbul,
15-16 March 2011.
European Commission/UNICEF. (2011b). Conducting Revision
of Education Curriculum for Disaster Risk Reduction in Georgia,
Istanbul, 15 March 2011.
UNICEF. (2011). Educating Children to Reduce Disaster Risks:
An Innovative Practice on Disaster Risk Reduction and Education
in Georgia. UNICEF Central and Eastern Europe and the
Commonwealth of Independent States.
‘I remember, on our first Head of Class lesson, the teacher
wrote: “what is a hazard”? After the live discussions in
the classroom, we identified an earthquake as the major
hazard endangering our community. We also learned that
preventing hazards from turning into real disasters is
possible and we can actually reduce disaster risks.
These lessons are special in a way that our teacher always
uses interactive methods which make the learning process
very interesting and entertaining. We also practice what
we learn by participating in simulation exercises and
organizing environmental campaigns, such as planting
trees, cleaning riverbanks, etc.
On 9 October 2011, nature put us to a real test. After the
lessons my classmates and I were supposed to go to the
theatre; however, in the nearby town of Dmanisi,
a 5.5-magnitude earthquake was reported. After hearing
the school alarm bell, we started to evacuate the building
in an organized manner, without panic. In two minutes
all of us were able to move to the safe location – to the
school football stadium, thanks to the knowledge and
vitally important skills we have acquired during the head
of class hours.”
Imeda Mosidze,
7 th grader of the Atskuri Village Public School
UNICEF/National Curriculum Centre (NCC). (2011). Teaching
Disaster Risk Reduction with Interactive Methods: Book for
Head of Class Teachers (Grades V-IX). Tbilisi: UNICEF/NCAC.
Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries