drr in schools
TRANSCRIPT
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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];