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  • 1. A Global Mapping of DisasterRisk Reduction Curriculum4th International Disaster and Risk Conference, Davos, 27 August 2012 David Selby & Fumiyo Kagawa
  • 2. Research Aims To capture key national experience in the integration of DRR in primary and secondary school curricula To identify good practice and current gaps in provision To review DRR learning outcomes
  • 3. Research Methodology• Meta-research of available documentation• (Documentary) case study research
  • 4. Choice of Case Study Countries:Criteria (1) Countries where:• curricula respond to a range of disaster hazards• there are primary level and secondary level DRR curricula• DRR appears across a range of subjects• there is cumulative/spiral DRR curricula• there are noteworthy and innovative learning and teaching approaches
  • 5. Choice of Case Study Countries: Criteria (2)  Countries where:• there are innovative approaches to assessment of students’ DRR learning• there are documented policies for DRR in the curriculum• there is structured and systematic training and guidance to teachers in their delivery of DRR curriculum• there are curriculum links to Education for Sustainable Development, Climate Change Education, Emergency Education, Environmental Education, Child Friendly School initiatives and/or Life Skills Education
  • 6.  The 30 Case Study CountriesAngola KazakhstanArmenia Lao PDRBangladesh LesothoBenin MadagascarBritish Virgin Islands MalawiCambodia MaldivesChile MyanmarCosta Rica NepalCuba New ZealandEgypt NicaraguaFiji NigeriaFrance PeruGeorgia The PhilippinesIndonesia Russian Federation
  • 7. DRR Curriculum Development andIntegration• Limited subject carriers for DRR• The problem of thematic scope• Lack of horizontal and vertical integration• The problem of curriculum/co- curriculum interface• Infusion ? Dedicated subject?
  • 8. DRR Curriculum Development andIntegration • Textbook-driven approach • Pilot project approach • Centralized competency-based approach • Centrally developed special subject approach • Symbiosis approach • ‘Special event’ approach
  • 9. Pedagogical Landscape ofDRR• Medium is the message• Interactive learning• Inquiry learning• Experiential and action learning• Socio-affective learning and imagination-based learning at the margins
  • 10. DRR: Student Learning Assessment• Thin evidence of DRR learning assessment• Issue of balancing formative and summative assessment little addressed• What is being assessed? Learning in the subject? Or, DRR learning?• Green shoots of portfolio assessment• But, unimaginativeness of most DRR
  • 11. Teacher Professional Development in DRR• Where training exists, it often lacks scope and ambition• Lack of reinforcement and aftercare• Little evidence of socio-affective training• Limited leadership training for principals and district education officers
  • 12. DRR Learning Outcomes• No comprehensive list of DRR- related knowledge, skills and attitudinal learning outcomes• Lists of outcomes connected to specific subject-based courses exist in a few countries
  • 13. DRR Learning Outcomes: Knowledge and Understanding• Self and others• Hazards and disasters• Key DRR concepts and practice• Basic safety measures• Disaster management mechanisms and practices• The environment and the environmental/human society interrelationship• Climate change• Differential and disproportionate impacts of hazards on people• The conflict/disaster risk reduction interface• Human rights/child rights aspects of disasters
  • 14. DRR Learning Outcomes:Skills• Information management• Discernment and critical thinking• Coping, self-protection and self-management• Communication and interpersonal interaction• Affect (responding to/with emotion)• Action• Systemic skills
  • 15. DRR Learning Outcomes: Attitudes/Dispositions• Altruism/valuing• Respect• Compassion, care and empathy• Confidence and caution• Responsibility• Commitment to fairness, justice and solidarity• Harmony with the environment
  • 16. Movement to Scale
  • 17. Key Question How can the commitment of theISDR Global Platform for DisasterRisk Reduction to integrate DRRinto school curricula worldwide by2015 be realized?