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

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Section 10.
Case 8:
The Case Studies
Indonesia
Overview
Indonesia offers an example of infusing
DRR into formal curricula using a ‘local
content curriculum’ (LCC) space together
with infusing DRR related themes and
topics into existing subjects.
Its decentralized curriculum framework
allows for locally driven DRR curriculum
developments that are sensitive to the
specific local needs and contexts in the
world’s largest archipelago. There is great
potential to mobilize the LCC space.
Curriculum Development/Integration
Integration of disaster risk reduction in school curricula occurs
in three ways.
First, DRR themes and topics are integrated into existing subjects.
The formal Indonesian school curriculum at the primary,
intermediate and higher secondary levels has subjects which
are roughly grouped into the following five categories: Religion
and Culture; Language and Arts; Social Studies; Science and
Technology; Physical Education and Health. Disaster-related
curriculum content is restricted to Social Studies, Science, and
Physical Education, in which it appears at all grade levels.
Of these three subjects, Physical Education and Health
contains the largest number of sections and units relating to
disasters and safety, topics and themes including: sanitation,
traffic safety, safety from physical surroundings (grades 1-3);
safe outdoor activities, first aid, preservation of healthy
environment, mutual help, cooperation and support (grades
7-9). In general, DRR-related topics are more fully present
in the lower-grade levels than in the higher-grade levels
(Pandey, 2007).
Steps for the integration of DRR into subjects are as follows:
identifying learning materials on DRR; analyzing DRR-related
basic competencies to be integrated; developing integrated
DRR syllabus; developing lesson plans (Harianti, 2011).
Second, DRR is taught as a special subject within the Local
Content Curriculum (LCC). Indonesia introduced the new
curriculum system, called the Education Unit Curriculum
(Kurikulum Tingkat Satuan Pendidikan/ KTSP) in 2006 for
primary and secondary schools through the National Education
Minister’s Regulation No 22/2006. The new curriculum
system provides a significant level of autonomy and flexibility
to each school 37 . They can develop or adapt their own textbooks
and curricula by taking into account the local and school
context (including locally specific disaster risks), local culture,
and the needs and conditions of learners (Pandey, 2007).
Steps in developing LCC are: analyzing local social, cultural and
natural needs; developing standard and basic competencies;
developing guidelines, a syllabus and lesson plans
(Harianti, 2011).
Third, DRR is taught through a self-development programme
that takes place during the academic school year. Examples
include support counselling activities and extracurricular
activities (Harianti, 2011).
Hazard-specific textbooks are available at the primary, junior,
secondary and tertiary levels, and cover disaster knowledge,
preparedness and recovery. To support teachers, a training
manual, DRR modules, and reference materials have been
developed in local languages. Teachers also are encouraged
to develop their own textbooks (ASEAN/UNISDR, 2011).
For example, the Bangung city school adapted a localized
textbook for Social Science (grade 4) including a text with
exercises that address earthquakes, volcanoes, floods and
precautionary measures (Pandey, 2007).
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Practically speaking, although each school can develop its own curriculum,
it is still obliged to follow the Content Standard (Sandar Isi/ SI) and the
Graduate Competence Standard (Standar Kompentensi Lulusan/ SKL)
(Putrawidjaja, 2008).
Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries