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

79
Central and Eastern Europe
and the Commonwealth
of Independent States
Attitudes:
Development of the disposition to express one’s own
mind and of the disposition to listen to key informants,
understand their point of view, and decide upon the right
course of action
Formation of a disposition to interact and cooperate with
the community and to take up different social roles in times
of disasters and in their immediate aftermath
(Ministry of Education of the Russian Federation, 2009, 2011a).
Examples of DRR learning outcomes in specific subjects are
as follows:
Understanding of the unity of the surrounding world and
the importance of the ecological whole, of elementary rules
and norms of engagement between nature and people
(knowledge learning outcome, primary geography)
Understanding of basic principles of safeguarding of the
environment and of rational use of natural resources
(knowledge learning outcome, secondary Geography)
Basic ability to assess the level of danger in the surrounding
environment, to identify possible adaptation policies for
territorial inhabitancy as well as security measures in
case of natural disasters or technological catastrophes
(skills leaning outcome, secondary Geography)
Disposition to preserve the integrity of the natural world
(attitudinal learning outcome, secondary Fine Arts)
Aptitude to understand possible dangers, linked to the
wrong utilization of technological items, and the exploitation
of technologies possibly leading to environmental pollution
(attitudinal learning outcome, secondary Technology)
Development of useful physical skills in situations of disasters
(skills learning outcome, secondary Physical Education)
Understanding eco-systemic models and their application
to making forecasts on ecological risks to the population
due to natural hazards (knowledge learning outcome
common to secondary Biology, Chemistry and Physics)
(Ministry of Education of the Russian Federation, 2009, 2011a).
Policy Development, Planning and Implementation Aspects
Basics of Life Security has existed since 1991 and DRR has
been infused in all subject areas since 2000. The movement
to scale is thus quite long-standing.
The existing curriculum framework, with the expected outcomes
detailed earlier has been in place at primary level since October
2009 and at secondary level since November 2010. The framework
is laid out in the form of two governmental decrees from
the Federal Ministry of Education, which can be adapted for
local content through local decrees of implementation by
regional government (Ministry of Education of the Russian
Federation, 2009, 2011a). It is implemented at school level
monitored by governmental auditing bodies with power
of sanction for those not complying with minimum standards.
In addition to the minimum requirement on the main subject
matter (Basics of Life Security) mentioned above, which can
vary from one hour per week for classes 7 to 9 (105 hours
overall) to a minimum of one hour per week for classes 5 to 9
(175 hours), and the subject specific minimum requirements
as evidenced in the learning outcomes of other carrier subject
matters, each region is also encouraged to develop its own
context, notably in relation to the risks they face (Ministry
of Education of the Russian Federation, 2009, 2011a).
Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries