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

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85 Central and Eastern Europe and the Commonwealth of Independent States Earthquake Research Institute, the goal of the project was to create a basis for the institutionalization of a more thorough disaster awareness education programme through the developmentof curriculum materials and the training of 15,000 school-based basic disaster awareness instructors (BU KOERI & TR MoE et al., 2005, 1). Under the curriculum development heading, an Instructor’s Handbook, an instructor CD-ROM, an audio-visual slide presentation with instructor notes, an instructor’s skills guide and guidance materials for monitoring and evaluation were developed. The Ministry distributed 25,000 copies of the Handbook and CD-ROM to teachers. Nationwide training for instructor-candidates became available on the Internet by means of a ‘rich distance learning self-study programme’ (Ibid. 2). More than 2,000 teachers have successfully completed the Basic Disaster Awareness Distance Learning Programme. From some 700 applicants, 118 teachers were selected to be instructor-trainers (two from each of the 41 provinces and four from each of the nine most populous provinces). They received a five-day training session. By the close of 2005, 114 active instructor trainers had trained more than 22,700 school-based instructors. An estimated 190,000 teachers received some disaster awareness training using the Internet portal in 2005 with the five-year total (as at 2010) standing at 294,000 teachers (Ibid. 2-3). Alongside the cascading involvement of educators, it is estimated that 5.9 million students, 107,000 non-teaching school personnel and over one million parents received some in-person or distance training between 2005 and 2010 (Ibid.). Evaluations of the 2003-2005 project show a very positive impact with significant gains in teacher and student knowledge and ‘dramatic increases in family household hazards adjustments and school hazard adjustments’ (Ibid 3). Learning Outcomes/Competencies No fully itemized and stand-alone listing of DRR-specific student learning outcomes has thus far been developed but disasterspecific ‘lesson gains’ are present in the new curriculum whenever a disaster issue is the main focus for learning rather than a carrier resource for other learning. To illustrate the difference, when grade 1 students investigate how natural disasters transform the environment as part of the Introduction to Sciences curriculum (see above), there are clear DRR-related learning outcomes such as the ability to ‘ask and answer questions on earthquakes’ and to ‘take basic measures against earthquakes within the classroom’. On the other hand, when grade 4 students use data on earthquake durations to practice measurement (see above) then the learning outcome, i.e., explaining the relation between minutes and seconds, bears no direct relation to DRR. Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
86 Section 10. Case 5: The Case Studies Turkey Policy Development, Planning and Implementation Aspects The Turkish Ministry of National Education is responsible for educational activities concerning disasters and emergencies. It ‘ranks first in influential institutions working to spread disaster awareness in Turkey,’ approving and supporting all DRR-related activities in the education sector. The Ministry is a member of the Turkish Prime Minister’s Disaster and Emergency Management Presidency (BU KOERI & TR MoE, 2005, 4). The disaster training and safe life strand in the new primary curriculum was a direct response to the call for DRR programmes to be updated in Turkey’s Emergency Action Plan of 2005. The Ministry established expert commissions in 2005 to modernize the primary school curriculum. The new curriculum was piloted at 120 schools during school year 2004-2005, before moving to scale with national implementation in 2005-2006 (Turkmen & Tüzün, 2010, 4, 6). References TR Ministry of Education, Bogazici University, Kandilli Observatory, Earthquake Research Institute (BU KOERI). (2005) Basic Disaster Awareness in Turkish Schools Programme 2003-2005: Executive Summary. Turkmen Sanduvac, Z.M. & Tüzün, C. (2010). The Issue of Disasters and Emergencies Training in Turkish Ministry of Education National Primary School Curricula. Istanbul: unpublished but submitted to the Ministry of National Education, September. http://ztscompany.com/EN/articles.html The Executive Summary of the Basic Disaster Awareness in Turkish Schools’ project report calls for the national disaster awareness programme to be extended ‘from pre-school through high-school in public and private schools nationwide’ (BU KOERI & TR MoE et al, 2005, 3). Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries
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