Overview and details of the sessions of this conference. Please select a date or room to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
MON5.4: Panel discussion on education for disaster risk reduction
Session organized by UNESCO and UNICEF
Education for disaster risk reduction
1United Nations Educational, Scientific and Cultural Organization (UNESCO); 2United Nations Children's Fund (UNICEF)
One of the most important lessons to emerge from the series of devastating disasters worldwide over the past decade is that education and knowledge have the power to save lives. Education systems are vital for reducing the risk, strengthening resilience and supporting recovery from disasters. In particular, since vulnerability is not a ‘given’ but is variable depending on awareness, preparedness, anticipation and readiness to take action, education has a key role to play in disaster risk reduction (DRR). The United Nations International Strategy for Disaster Reduction (UNISDR) also emphasized that education plays a crucial role in disaster prevention and promotes education for disaster reduction through the UNISDR Thematic Platform on Knowledge and Education (TPKE).
A Global Mapping of Disaster Risk Reduction Curriculum
This presentation will highlight the key findings of a conjoint UNICEF/UNESCO mapping study of the integration of disaster risk reduction (DRR) into primary and secondary school curriculum globally. Across 30 case studies, the study examines disciplinary, interdisciplinary and cross-disciplinary manifestations of DRR in the curriculum, strategies for introducing disaster risk reduction into school curricula, pedagogies employed in teaching disaster risk reduction, teacher professional development, DRR learning outcomes and approaches to mainstreaming DRR in the school system. Each of these areas will be briefly reviewed in the presentation. It will be argued that DRR tends to appear in a narrow band of school subjects, typically the physical and natural sciences, with little horizontal integration or learning reinforcement across the curriculum. Vertical (through the grade levels) integration of DRR learning is likewise thin. Also, although DRR ambitions are oriented towards competency-building and learner engagement in and with the community, the limited use of participatory pedagogies rather stifles the ambition. Expressed ambitions notwithstanding, forms of learning assessment currently being employed do not lend themselves to measuring whether capacities and dispositions for disaster risk reduction are being cultivated but more or less adhere to traditional testing of knowledge. Systematic professional development directed towards developing the 'DRR facilitative and reflective practitioner' is called for. In short, while there are noteworthy examples of curriculum development, use of active pedagogies and successful movement to scale, there is still much to do if the commitment of the ISDR Global Platform for Disaster Risk Reduction to integrating DRR into school curricula worldwide by 2015 is to be realized. The presenters will make a series of recommendations for narrowing, if not closing, the gap between ambition and actuality.
Launch of the UNICEF/ UNESCO publication Disaster Risk Reduction in school curricula: case studies from thirty countries
Integrating Disaster Risk Reduction into the Curriculum: A Technical Guidance Tool
This presentation will introduce a recently-completed UNESCO/UNICEF Technical Guidance Tool for introducing disaster risk reduction (DRR) into education sector policies, curricula and assessment at primary and secondary school level. The Tool is mainly for policy makers and curriculum developers in government, non-governmental and UN agencies. It will first be argued that disaster risk reduction education (DRRE) should be located within an education for sustainable development (ESD) framework and that, within that frame, it can be aligned with climate change education (CCE), life skills education and child-friendly learning initiatives, and so make a significant contribution to the evolving notion of quality education. Thereafter, the main features of the Tool will be reviewed: its insistence on systematic horizontal and vertical integration of DRR in school curricula; its guidance on the planning and progression of curriculum development (and its emphasis on consensus-building within multi-sector partnership); its demonstration of processes whereby learning context-appropriate learning outcomes as well as learning outcome progression can be determined and constructive alignment achieved between outcomes and forms and styles of learner assessment; its guidance on the development of learning modules and associated activities and materials and its dovetailed advice on the facilitation of learning; its teacher professional development guidelines and proposals; its benchmarks and indicators for monitoring and evaluating curriculum and its delivery. Finally, the presenters will briefly look through the lenses of the whole school and whole system at issues of DRR curriculum mainstreaming.
Cultural landscape of DRR in Russia
Ecology and Environmental Preservation in the Academy of Social Affairs, Russian Federation
It is estimated that 80% of loss of life as a result of natural disasters are "human made". Therefore the Russian government introduced a new discipline which includes citizenship, healthy life style, first aid, and general risk reduction, already more than 10 years ago. Together with an introduction on geology, astronomy, geography, biology etc. in the school standard syllabus this was regarded as a step towards a "Culture of safe lifestyle and behavior". Important part of this “education about oneself” and gaining knowledge on practical behavior n unpredicted events by interactive exercises and tools following the rule: ”In dangerous situation people behave not as they were taught, but as the able to act”.
Assessing school safety from disasters- a baseline study (on video)
Author of the School Safety Baseline study
This desk review revisits existing reports about all aspects of school safety, gathered from 81 countries, and refers to the key advocacy and guidance documents for school safety of the past 7 years to develop an analysis that reflects the best practices in achieving the goals of comprehensive school safety, and current concerns and recommendations of advocates and practitioners. A basic and simple framework for understanding the scope of school safety recognizes three main pillars: safe school facilities, school disaster management, and disaster prevention and risk reduction education. Each of these requires separate tracking because the types of policies, decision-making authority, resources, expertise, and implementing actors are substantially different for each.
Disaster Risk Management in Schools – The Second Pillar
Save the Children
The Education sector in most countries can be described as a fairly flat hierarchical system that has deep roots and penetration at community level. By this nature it also means that ensuring consistency and compliance of standard operating procedures is difficult to roll out, monitor and verify. In addition often due to the sprawling nature of Education it is often administratively decentralized. This realistic approach to management can often have a negative effect on the centralization of important data such as how many schools, exact locations, staffing, attendance records, geo-spatial data of surrounding environments, structural designs, etc.. This type of data is key to disaster risk management and planning, particularly for external stakeholders such as local disaster management committees and response personnel this poses a challenge. There is consensus amongst stakeholders that the 3 core pillars of Safer Schools are Structural Safety, Disaster Risk Management of Schools and DRR Education. All three areas are interlinked and to some degree interdependent. However progress has not been even amongst the three pillars. Often Education institutes in country, donors, international organizations and CSO alike choose one pillar as an entry point. To this point recent studies have shown that great strides forward have been made in Structural Safety and DRR education pillars and less progress made in the integration of disaster risk management within school operations. During this presentation it will be discussed as to why this uneven take up has occurred. Propositions, examples and lessons learnt will be used to discuss how to encourage an increase in the second pillar of disaster risk management in schools. Key points of the presentation will include costs, human resources and capacity associated with Disaster Risk Management in Schools and who the key stakeholders outside the immediate confines of a school administration are.
Disaster risk reduction and education
Preparedness & DRR Section; United Nations Children's Fund (UNICEF)
Recognizing its global role in promoting the Rights of children to Education, and that:
Structural Resilience for School Safety
World Bank, Switzerland
Developing countries have made progress in designing and implementing programs to make schools more resilient to natural disasters. Experience shows there is no one-size-fits-all solution and that building resilience in infrastructure to address present-day and future risks is a clear win-win situation: the additional costs are minimal and inaction can have dire consequences further down the road. Opportunities for such investments however only materialize when countries have the right incentives, capacity, tools and support. While much progress has been achieved in improving school safety through non-structural measures, there remains a need for focus on the structural dimensions of school resilience, which the World Bank has identified as an area in which it can clearly add value. Moving forward requires bringing together the structural and non-structural dimensions of school safety in a partnership approach.