Cambodia Case Study on Mainstreaming DRR in Education Workshop

8/7/2019 Cambodia Case Study on Mainstreaming DRR in Education Workshop

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MINISTRY OF EDUCATION, YOUTH AND SPORTMINISTRY OF EDUCATION, YOUTH AND SPORT

(MOEYS)(MOEYS)

Director of Department of Curriculum Development

Kingdom of CambodiaKingdom of Cambodia

Nation Religion KingNation Religion King

FEBRUARY 18-19th 2011

Presented by:

Mr. Eng Kimly



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Mainstreaming Disaster Risk Reduction into

Education Sector in Kingdom of Cambodia

I - Background of MoEYS with ADPC

Department of Curriculum Development of MoEYS has initiated theMainstreaming of Disaster Risk Reduction into the Education sector

(MDRD-EDU) started in June 2007

in partnership with the Asian Disaster Preparedness Center (ADPC)and the United Nations Development Programme (UNDP) withsupport of the European Commission Humanitarian Aid department(ECHO)

Projects

- Phase I: January 2007 - March 2008

- Phase II: October 2008 ± December 2009



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II- Key Elements of School Safety and CBDRR

Mainstreaming

A- Objectives:- To increase knowledge, awareness and formal education

on disaster risk reduction at all levels to damage control to

school environments caused by disasters

- To contribute to the reduction of school children

vulnerabilities and loss of lives

- To develop guidelines for design of schools so the

buildings can be used as emergency shelters.



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B- ApproachTo integrate DRR into education sector, DCDimplemented some steps as following:

1. Check the existing curriculum in grade 4-6 and

7-8

for integration a new DRM module developed2. In grade 4-6, we selected two subjects: Practical

Science and Social Studies. In Lower secondary,

we selected Geography and Earth Science

subjects to be integrated into the ADPC project

3. Set up time for the working group

4. Review the curriculum in basic education

5. Prepare lessons for grade 4 and 8 as a model.



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Approach (Continue)

6. Review learning materials in DRR

7. Preparing materials and DRR module for teacher

training

8. Select target provinces, then identify 6 schools as

pilot schools for pilot testing the DRR module:

- Four High Schools in Kandal and Prey Veng

- Four Primary schools in Kratie and Takeo



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Approach (Continue)

9. Collect related documents from ADPC as secondarydata for developing DRR module and prepare for

teacher training10. Train teachers of pilot areas on mainstreaming

approach

11.Discuss the activities to follow-up the testing of project after the teacher training

12.Review DRR module which have just been pilottested

13.Select the training of trainers for National Workshop



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C- Expected outputs:

Students and their communities can prepare,

respond and rehabilitate to the damages of

disasters School environment will be more safer and resilient

in results from their attention

Both students and their communities will have

enough and safety shelters during flooding



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III - Stakeholders

A- Partners:MoEYS has implemented MDRD-EDU project in Cambodia in

close coordination with the National Committee for Disaster Management (NCDM). DCD has close interaction with anumber of key stakeholders including: NGOs: Oxfam America, Oxfam GB, World Vision, Action Aid,

PLAN Intl, CWS, LWF, Concern Cambodia, Cambodian RedCross, Danish Red Cross

ADB

, WB

, UNICEF

Technical Working Group meetings were regularly held andchaired by Director of DCD, MoEYS.



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B- Beneficiaries

In the whole project activity, our pilot beneficiaries

are:

159 officials/teachers and principals of 10 pilot

schools were trained

447 students (239 girls) were taught the DRRmodule



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IV - Progress

After developing DRR modules, we have gained many

improvement of DRR concepts related to disaster

management in education sector including:- Teachers understand well the concepts of preparedness,

protection, and emergency relief measures

- Teachers further replicate teaching along pilot school and

students are equipped with acceptable understanding and

they have attitude changes in practices as well disseminateto their parents, friends, and communities.



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Progress (Continue)

- Students directly practiced what teachers

assigned them to do such as identification of

disaster hazards around school grounds,

painting competition in class, class

performance,



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V- Achievements

- DCD has completed the DRR modules for Student and

Teacher, with posters which have been used as teachingaid and learning materials.

- We conducted in 6 pilot schools of pilot provinces

(Kandal, Prey Veng, Takeo provinces)

- Collaboration with other stakeholders have been initiated

and continually progressed ± (NGOs and donor agencies)- Student module use is going to be extended to the Flood

Preparedness Project of ADPC-MRC in Kratie and Svay

Rieng (ECHO to ECHO project collaboration within ADPC)



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VI- Challenges

- Limited time for teaching

- DRR mainstreaming into the curriculum is not welldetailed as its own DRR does.

- The existing teachers have difficulty to mainstream

other extra topics such as Environment, HIV, Bird flu,

etc«

- Lack of incentive/encouragement for both teachers and

students to implement DRR in schools.



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VII- Lessons Learnt

- To work on this project, we use our school system

- They have good collaborations to process tasks

-

School officers and students worked well with CCDM,DCDM

- After learning from classroom teachers and studentsshared their understanding to others (schools, villagesand communities).

-

Effectiveness is limited due to the shortage of documents to further disseminate

- Collaboration with other stakeholders helps enhanceeducation materials on DRR concepts and measures inscaling up coverage in the country



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Preah Vihear Temple

Cambodia Case Study on Mainstreaming DRR in Education Workshop

Documents

Transcript of Cambodia Case Study on Mainstreaming DRR in Education Workshop