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.

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

4. The DRRE/CCE/ESD Interface

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

7. Vertical Integration of
DRR

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

14. The DRR Learning
Organization/Community

15. Thank you!
Sustainability Frontiers
http://www.sustainabilityfrontiers.org