DRR in Schools

8/4/2019 DRR in Schools

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Mainstreaming Disaster Risk Reduction

in Education

MS. MARQUEZA L. REYESTechnical Advisor for Disaster Risk Reduction

ASEAN-UNISDR Technical Cooperation

Natural Disaster Risk Reduction and

ManagementTraining Course

Earth Observatory of Singapore-NTU, 19 August 2011


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OverviewOverview

1. Background: HFA and AADMER

2. Why Mainstream DRR in Education

3. Safe Schools Campaign in ASEAN

4. Mainstreaming DRR in the School Curriculum

Good Practices

Areas of Performance

5. Video Showing: Children on the Frontline

6. Benchmarking DRR Mainstreaming in

Education in you country


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ASEANASEAN--UNISDR TechnicalUNISDR Technical

CooperationCooperation

For the implementation of the Hyogo Framework for Action in

the ASEAN region through a tripartite Memorandum of

Understanding among UNISDR, ASEAN and GFDRR

Started in 2009, now on its 3rd Year

Program Areas: Strengthening Regional Implementation of DRR in ASEAN

Safe Schools and Hospitals

Safe Cities

Regional risk assessment

Disaster risk financing

Integrating DRR and Climate Change Adaptation

Capacity Development and Knowledge Management

Advocacy and Partnerships and Collaboration in DRR

Support for the Implementation of DRR National Platforms

and Strategic National Action Plans for Disaster Risk

Reduction


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ASEAN Agreement on DM andASEAN Agreement on DM and

Emergency ResponseEmergency Response

Ratified by 10 Member Statesand entered into force on 24Dec 2009

First HFA-related bindinginstrument in the world

Enables a more proactiveregional framework forcooperation, coordination andresource mobilisation fordisaster risk reduction andmanagement

Translated into a WorkProgramme for 2010-2015


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Children are vulnerable - disasters affect

thousands of lives, especially children and young

people and their learning environment

Improve school safety through:

Structural measures

Non-structural measures

School-based disaster preparedness - building

a disaster resilient culture at an early age

contributes to community resilience to disaster

Prevention is better than cure!Prevention is better than cure!


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Global Launch of One Million Safe Schools and

Hospitals Campaign and Pledging Session of

ASEAN Member States on 8 April 2010, Manila,

Philippines. Indonesia - June 2010

Malaysia - Feb 2011

Thailand 2011

Singapore underdiscussion with MOE


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Make a Pledge, Save a Life!

http://www.safe-schools-hospitals.net/


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Mainstreaming in DRR means making DRR a

part of the learning process of school children.

ASEAN Knowledge Sharing Workshop aimed to

showcase progress in DRR mainstreaming inthe school curriculum:

What are the good practices and lessons

learned that can be shared and adapted by

different countries in their own context?

What are the benchmarks?

Are there standards that we can use to

measure how far we have mainstreamed

DRR in the school curriculum and further

improve the process?


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Replicable

Focused

Effective

Sustainable

A good practice, in this context, is any

proven idea, programme, strategy,

mechanism, method, or procedure for

mainstreaming disaster risk reduction(DRR) in the educational system so

that students knowledge and

awareness of DRR are effectively

increased.


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EnablingEnvironment

PoliticalCommitment

Legal andRegulatorySystems

National DRR

Policies and Plans InstitutionalStructures andMechanisms

Curriculum Reviewand Development

Using the NationalCurriculumDevelopment Processto Mainstream DRR

Developing InstructionalMaterials on DRR andPilot Testing

DRR in Co-Curricularand Extra-CurricularActivities

Non-Formal EducationActivities in DRR

TeacherTraining and

ProfessionalDevelopment

Training ofTeachers inDisasterEducation

Assessment ofLearning

Outcomes Assessing Student

Knowledge onDRR


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Proactive leadership exercised by multi-sectoral national

disaster management committee in identifying the

education sector as a priority sector for mainstreamingDRR.

Political commitment and support to mainstream DRR in

education exist, with coordination mechanisms in place

involving relevant entities.


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Legislation is passed at the national level with provisions

related to DRR mainstreaming in the education sector.

Disaster management law in countries should mandate the

integration of DRR in education through specific provisions

and supplementary guidelines.


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A clear policy for mainstreaming DRR in the school

curriculum is adopted and properly communicated withinthe education ministry as well as to other government

agencies with corresponding allocation of resources


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A multi-sectoral committee (or equivalent) is established

and functioning with clear mandates, authority,mechanisms and resources to spearhead the

mainstreaming of DRR in school curriculum.


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The national curriculum development process involves

needs assessment and planning; content development; and

pilot delivery and revision. Integration of DRR in the school curriculum (and existing

subjects) is institutionalised as part of the regular

curriculum review and development cycle.


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Accurate and adequate instructional materials integrating

DRR are developed and approved by relevant authorities.

Textbooks, teachers guide, lessons exemplars/plans,

student modules and teaching aids, usually written in local

language.


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Co-curricular and extra-curricular programmes related to

DRR are included in the academic calendar, with adequate

allocation of time and resources. Full-scale emergency excercises or drills, competitions,

debates, learning journey, art, theater and other special

activities that reinforce key DRR messages.


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DRR is incorporated in non-formal education through

community-based activities and other alternative learning

programmes.

Activities outside the school environment that contribute to

raising awareness and enhance disaster preparedness

among children


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Teachers and relevant education personnel are properly

trained on teaching DRR as part of the school curriculum.

Training of trainers (TOT) programme on DRR andemergency response can maximize existing resources and

expedite capacity-building process

Teachers may also receive training on how to produce their

own DRR materials and formulate DRR action plans

applicable to their school


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Learning outcomes are progressively assessed to ensure

that DRR-related curricular changes are adapted to current

and actual needs. DRR-integrated school curriculum and instructional

materials are evaluated for their effectiveness and further

refined; students

Mechanisms (survey, questionnaire, etc) for assessment of

students DRR knowledge and skills so that systems can be

revised to respond to the need


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VIDEO SHOWING:VIDEO SHOWING:

Children on the FrontlineChildren on the Frontline(by One Planet Pictures in collaboration with Plan International, etc.)(by One Planet Pictures in collaboration with Plan International, etc.)

The video stresses the importance of integrating DRR in

education so that children themselves can initiate actions

to prepare themselves or reduce their risks against

disasters.

Children and young people can contribute to what is beingdone by society to prevent or mitigate disaster risks. They

are convinced that including them, as young citizens,

would be helpful, both in building their own resilience and

improving DRR governance and resilience of the

community as a whole.

If children are knowledgeable on DRR, children

themselves become empowered and can act as a catalyst

in their community to help ensure the disaster safety of

their family, their school and their community. The best

way to increase this knowledge is through education.


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Ms. Marqueza Lepana Reyes, Dr. Eng.

Technical Advisor for Disaster Risk Reduction

ASEAN-UNISDR Technical Cooperation

The ASEAN Secretariat

Jl. Sisingamangaraja 70A, Jakarta 12110 Indonesia

Tel: (62-21) 724 3372, 726 2991 Ext. 248

Mobile: (62) 813 8507 7607 (Indonesia);

(63) 916 798 5616 (Philippines)

Email: [email protected];

[email protected]

DRR in Schools

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