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
10.
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