Integrating Disaster Risk Reduction into the Curriculum: A Technical Guidance Tool
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This document provides guidance on integrating disaster risk reduction (DRR) into education curricula for primary and secondary schools. It aims to introduce DRR concepts, provide guidance to policymakers on effective integration strategies, and promote education for sustainable development as a framework. The guidance takes an enabling rather than prescriptive approach, and emphasizes process over rigid outcomes. It outlines five essential dimensions of DRR learning and key approaches to curriculum integration, as well as foundational aspects of development like stakeholder involvement and learning outcomes alignment.
Integrating Disaster Risk Reduction into the Curriculum: A Technical Guidance Tool
- 1. Integrating Disaster Risk Reduction into the Curriculum: A Technical Guidance Tool 4th International Disaster and Risk Conference, Davos, 27 August 2012 Fumiyo Kagawa & David Selby
- 2. Purposes of the Guidance Tool • To introduce DRR into education sector policies, curricula and assessment for primary and secondary school-age children • To provide policy-makers and curriculum developers in governments, NGOs and UN agencies with guidance on how to effectively integrate DRR into school curricula • To promote ESD as a framework for teaching DRR in school • To include planning, discussion, monitoring and evaluation tools plus case studies
- 3. An Enabling Rather than Prescriptive Approach Sensitivity to national and sub- national autonomy Recognition of achievement so far Optimal involvement of all stakeholders Emphasis on process as much as outcome/product ‘No one size fits all’ approach
- 5. The Five Essential Dimensions of DRR Learning 1. Understanding Mechanisms 2. Becoming Safety Wise 3. Understanding Risk Drivers and How Hazards Can Become Disasters 4. Building Community Risk Reduction Capacity 5. Building an Institutional Culture of Safety and Resilience
- 6. Key Approaches to DRR Curriculum Integration • Infusion into subjects • Interconnected provision • Interdisciplinary provision
- 8. Some Foundational Aspects of DRR Curriculum Development • The importance of collaborative partnership • Creating communities of interest • Consensus building and consultation • Baseline studies, curriculum reviews, developmental roadmaps
- 9. DRR Learning Outcomes Development • Generic DRR learning outcomes • Contextualization of the generic • Horizontal and vertical integration of learning outcomes • The competency-based approach • Constructive alignment of learning outcomes and assessment
- 11. Key Aspects of DRR-specific Program Development • Ensure rich content input from DRR/CC experts • Ensure a varied and lively mix of learning approaches addressing the five essential dimensions of DRRE • Give teachers training in facilitating participatory learning, engaging learners in safe school initiatives and in-community resilience-building
- 12. Systematized DRR Professional Development Importance of: • Needs assessment • Comprehensive planning • Effective and congruent program delivery • Reinforcement and aftercare • Linked principal and district inspector training • Pedagogical institution capacity
- 13. The School as Learning Organization for Safety and Resilience • Close integration of DRR curriculum and safe school practice and management • School as focal point of safe territory • Shift from closed expertise to amenable expertise (who is the teacher?) • Shift in the perception of localized
- 15. Thank you! Sustainability Frontiers http://www.sustainabilityfrontiers.org