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

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Section 10.
Case 5:
The Case Studies
Turkey
‘The primary message demanding emphasis in scope of
disaster awareness and safe life,’ they conclude, is that ‘not all
emergencies or natural events need to lead to disaster…
It is fundamental for primary school programmes to emphasize
that “disasters” happen when the emergency or natural event
exceeds the capacity of the individual, family or society.
And when available resources and the system becomes
inadequate.’ The curriculum, they argue, does not address
these issues as clearly and adequately as necessary (Ibid. 12-13).
In addition to the subject-based DRR curriculum, a primary
school National Disaster Education Week is held annually with
students taking part in special activities (BU KOERI & TR MoE,
2005, 4).
Pedagogy
The cross-cutting skills called for under the new primary
curriculum include: critical thinking skills, creative thinking
skills, communication skills, problem-solving skills, researchquestioning
skills, information technology skills and skills
associated with entrepreneurship (Turkmen & Tüzün, 2010, 4).
This strong skills orientation allied with the practical, hands-on,
nature of the disaster training and safe life ‘inter-discipline’ calls
for active learning. Thus far, some eighty classroom activities
have been developed 33 . The importance of ‘association’ in
curriculum delivery also concerns an associative pedagogy
that recalls and revisits what has been learned earlier and/or
elsewhere (the challenge of revisiting a DRR topic or theme
through a different subject lens being laden with potential).
The teachers’ guidebook identifies points in which crosscurricular
associations should be made (Ibid. 6-7).
Turkmen & Tüzün write: ‘Compared to the previous curriculum,
information and skill is better balanced in the new version.
Underlining the fact that all information has an application to
daily life, activities have been linked with gains in a way that
supports skills. Project work offers the opportunity to use
information and skills in conjunction (and) therefore receives
extra emphasis in this programme. Adopting an on-the spotapproach,
the student is given the opportunity to compare the
topic of disasters within (the) context of different lessons’ (Ibid. 8).
Student Assessment
Different forms of assessment are employed, the most regular
being written tests in class. Homework requiring the involvement
of family members is also given in order to test students’
understanding and ability to apply their learning; for example,
drawing up a family disaster preparedness plan or undertaking
an earthquake hazard hunt 34 .
Teacher Professional Development/Guidance
Prior to the inception of the new primary curriculum, a ‘Basic
Disaster Awareness in Turkish Schools’ project took place
between 2003 and 2005. A collaboration of the Ministry
of Education, Bogazici University, Kandilli Observatory and the
33
Zeynap Turkmen, Bogazici University Centre for Disaster Management,
to David Selby, 23 November 2011.
34
Zeynap Turkmen to David Selby, 26 November 2011.
Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries