Indonesia Case Study on Mainstreaming DRR in Education Workshop

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THE INTEGRATION OF DISASTER RISK REDUCTION (DRR) INTO SCHOOL-BASED CURRICULUM Ms. Diah Harianti Director of Curriculum and Text Book Development Center Office of Research and Development The Ministry Of National Education February 2011

Transcript of Indonesia Case Study on Mainstreaming DRR in Education Workshop

Page 1: Indonesia Case Study on Mainstreaming DRR in Education Workshop

THE INTEGRATION OF DISASTER RISK REDUCTION (DRR) INTO SCHOOL-BASED CURRICULUM

Ms. Diah HariantiDirector of Curriculum and

Text Book Development Center Office of Research and Development The Ministry Of National Education

February 2011

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INTRODUCTION

Indonesia is the largest archipelago country in the world.

Located in a region called ‘the ring of fire’ where risky natural disasters happen, such as tsunamis, earthquakes, volcanic eruptions, floods, fires and landslides.

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Map of Earthquake Disaster Risk Index

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Map of Tsunami Disaster Risk Index

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Map of Floods Disaster Risk Index

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Map of Settlements and Buildings Fires Disaster Risk Index

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Map of Forest and Land Fires Disaster Risk Index

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Map of Landslide Disaster Risk Index

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Map of Volcanic Eruption Disaster Risk Index

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Percentage of People Affected by Disasters by Type of Disaster (1980 - 2008)

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INTRODUCTION (Cont’d)

In Indonesia, the natural disasters have caused thousands of deaths, material losses and caused many people to struggle to rebuild homes and livelihoods.

Indonesia has issued Law No. 4 Year of 2007 on Disaster Management and the government has set a Disaster Management Plan, which is coordinated by the National Disaster Management Agency.

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Experience has shown that the destruction caused by disaster can be drastically reduced if all people are more alert to face disasters.

School function not only as a center to give knowledge but also the center to implant the skills to learners to survive whenever they face disaster.

The Ministry of National Education has, therefore, launched the Strategy for Disaster Risk Reduction Mainstreaming in school.

INTRODUCTION (Cont’d)

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Strategy of Disaster Risk Reduction Mainstreaming in school.

a. The empowerment of institution role as well as those in school, such as the head master, teachers, students, etc.

b. The integration of strategy to reduce risky disaster into formal education curriculum and into both intra and extra curricular.

c. The development of partnership and network to sustain the implementation of the way how to reduce disaster risk in school.

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THE STRATEGY OF INTEGRATION EDUCATION OF REDUCE RISK DISASTER INTO

SCHOOL-BASED CURRICULUM

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AIM OF NASIONAL EDUCATION Article 3 UURI No.20 Year of 2003 on National Education System

National Education :Function to develop ability and form character and also civilization of prestigious nation in order to educating life of nationAim to develop educative participant potency in order to be human being which:

believe in God, good behavior healthy, knowledgeable, skillful, creative, independent , and be democratic citizen and also responsible

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CHILD RIGHTS

Every child deserves to get security

Every child deserves to get good education

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4 PILLARS UNESCO EDUCATION

Learn how to know, learn how to do, learn how live together, learn how to be.

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EDUCATION FOR DISASTER RISK REDUCTION

What is E-DRR? It is an effort to overcome and reduce the risk of disasters (natural and social).

Why? The geographical position of Indonesia and the diversity of the country in term of religion, ethnicity and social-economic class.

Who? All students, primarily the students who live in areas which are very high risk of disaster.

Platform? 1) Act No. 24 Year of 2007 on Disaster Management and 2) the National Action Plan for Disaster Risk Reduction.

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WHAT IS SCHOOL-BASED CURRICULUM?

Operational curriculum that organized and implemented in each educational unit/school (elementary, junior and senior secondary school)

School-based Curriculum was developed in accordance with: School condition Potential local/regional characteristicsLocal cultureNeeds and conditions of learners

School-based Curriculum developed by the school Development of School-based Curriculum refers to the

National Education Standards, primarily Content Standards and Competency for Graduates Standards

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Components Class and Time Allocation

I II III IV, V, and VI

A. Subject

31. Religious Education

2. Citizenship Education 2

3. Indonesian 5

4. Mathematics 5

5. Natural Sciences 4

6. Social sciences 3

7. Arts Culture and Skills 4

8. Physical Education, Sport and Health4

B. Local Content 2

C. Self Development Program 2*)

Total 26 27 28 32

Curriculum Structure of Elementary School

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Components Class and Time Allocation

VII VIII IX

A. Subject

1. Religious education 2 2 2

2. Citizenship Education 2 2 2

3. Indonesian 4 4 4

4. English 4 4 4

5. Mathematics 4 4 4

6. Natural Sciences 4 4 4

7. Social sciences 4 4 4

8. Arts Culture 2 2 2

9. Physical Education, Sport and Health 2 2 2

10. Skill / Information Technology and Communications.

2 2 2

B. Local Content 2 2 2

C. Self Development Program 2*) 2*) 2*)

Total 32 32 32

Curriculum Structure of Junior High School

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DRR Can Be Taught Through:

LOCAL CONTENT CURRICULUM (LCC)

SELF DEVELOPMENTINTEGRATION WITH SUBJECT

MATTER

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1. DRR IS TAUGHT IN LCC

Could be special subjects that are taught at the LCC based on the local needs and potential.

Competency Standards and Basic Competence should be developed by individual school or schools which are located on the same area or adjacent to each other.

The development of LCC should be approved by district level of education authority

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The Procedure of the Development of LCC:

Need analysis of local potential (social, culture and natural).

Development of standard competency and basic competency.

Development of guideline (syllabus and lesson plan).

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2. DRR Is Taught Through Self Development Program

DRR can be taught in self development activities as programmed learning. Counseling services and support counseling

activities Extracurricular activities

Form of activity can be either the socialization or training within a certain time.

Education Unit can plan and incorporate it in the school academic calendar.

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3. DRR IS TAUGHT INTEGRATED IN SUBYECT MATTERS

Through all of subject matters Subject matters teacher’s should be prepared

with their sylabus and lesson plan

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Procedure of the integration of DRR Material to the Subject Matters

Identification of Learning Materials on DRR

Analysis of Basic Competency which can be Integrated with the DRR

Develop an Integrated Syllabus of DRR

Develop Lesson Plan

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Flood Land slide Fires Tsunami Earth-quakes

Elementary 1 Training manual and materials 15 Module of DRR Integration

3 Forms of integration: integration in the existing subjects; in LCC; and in Self development program

Material disaster: BEFORE (prevention), DURING the disaster and AFTER (trauma healing, etc.)

Yunior Secondary

Senior secondary

MODULE OF DRR INTEGRATION TO CURRICULUM

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EXAMPLES OF DRR MATERIALS OF LANDSLIDE

No STAGE OF DISASTER EVENTS

LEARNING MATERIALS

1. BEFORE the disaster occurred.

Knowledge of the natural environment (soil, rock).Knowledge of the types of landslides.Knowledge of areas vulnerable landslides.Knowledge about the things that cause landslides.Knowledge about the things that can prevent landslides.Knowledge about nature conservation.

2. When Disaster OCCURRED.

Knowledge of the common symptoms of landslides.Knowledge and skills about self-rescue efforts at landslide.Knowledge of the available parties to assistance when landslides occur.

3. AFTER the disaster occurred.

Knowledge of the threat of aftershocks disaster.Knowledge of the evacuation of the landslide victims.

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Examples of Indicators of Student Behavior For LearningEarthquake Risk Reduction

SCHOOL LEARNING MATERIALS INDICATORS OF STUDENT BEHAVIOUR

Elementary Action Before Earthquake occurred•Definition of disaster•Type of disaster•Geographic condition of Indonesia•Earthquake Event•The signs of earthquake•Earthquake strength•Safe places and dangerous when an earthquake happens•Objects that pose a threat•Self-Rescue guide

• Identify dangerous places when the earthquake.

• Know the safe places when the earthquake.

• Know the dangerous objects when an earthquake happens.

• Know the things that are useful when an earthquake happens.

• Distinguish signs of earthquakes and earthquake forces

Elementary Action when Earthquake occurred•The signs of earthquake•How to self-rescue

• Know the signs of earthquake• Perform ways to flee• Perform self-rescue methods: closed

head, crouching, hiding

Elementary Action after Earthquake• Finding a safe place• Finding the location of evacuation

Occurred

• Perform how to find a safe place• Perform the way to refugee camps

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