Mainstreaming DRR in the

Education Sector

OVERVIEW

• Basic concepts

• Why DRR in education?

• Mainstreaming approaches

• Results of mainstreaming DRR in education

• Challenges and way forward

Basic concepts

Child-centered approach to DRR

• Focus on specific risks faced by children

• Involve children in initiatives to reduce disaster risks

DRR as critical thread to connect humanitarian action to development programmes: enabling children to realize their right to education

Pillars of DRR in Education

• Promotion of DRR in teaching and learning

• Provision of safe school environments

• Promotion of school safety and disaster management

Mainstreaming Approaches• Safe Schools

• Curriculum integration

• Teacher training

• Policy development

• Educational continuity

Results

• Education prioritized in national DRR legislations (Indonesia, Philippines)

• DRR in curriculum: integrated in a subject (Cambodia); special subject within local content curriculum (Indonesia), as related themes within chapters in different textbooks (Bangladesh)

• Teacher training modules

• Regular drills, safer infrastructures, awareness

Challenges

• Out-of-school youth; informal education

• Lack of dialogue among ministries of DM, education, public works, communication

• Governments give more priority to Pillar 1 (safe facilities) than the soft components

For more information, please contact

Pressia Arifin-Cabo

Regional Emergency Specialist

parifincabo@unicef.org

United Nations Children’s Fund

Regional Office for South Asia

Leknath Marg, Kathmandu, Nepal

www.unicef.org/rosa

© United Nations Children’s Fund

June 2016

Cover photo © UNICEF/Pakistan 2012