Mainstreaming Disaster Risk Reduction in Education

MS. MARQUEZA L. REYES Technical Advisor for Disaster Risk Reduction ASEAN-UNISDR Technical Cooperation Natural Disaster Risk Reduction and ManagementTraining Course Earth Observatory of Singapore-NTU, 19 August 2011

Overview
1. 2. 3. 4. Background: HFA and AADMER Why Mainstream DRR in Education Safe Schools Campaign in ASEAN 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

ASEAN-UNISDR Technical Cooperation

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

ASEAN Agreement on DM and Emergency Response

Ratified by 10 Member States and entered into force on 24 Dec 2009 First HFA-related binding instrument in the world Enables a more proactive regional framework for cooperation, coordination and resource mobilisation for disaster risk reduction and management Translated into a Work Programme for 2010-2015

 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!

 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 under discussion with MOE

 Make a Pledge, Save a Life! http://www.safe-schools-hospitals.net/

 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 in the 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?

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.

Replicable Focused Effective Sustainable

 Proactive leadership exercised by multi-sectoral national disaster management committee in identifying the education sector as a priority sector for mainstreaming DRR. Political commitment and support to mainstream DRR in education exist, with coordination mechanisms in place involving relevant entities.

 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.

 A clear policy for mainstreaming DRR in the school curriculum is adopted and properly communicated within the education ministry as well as to other government agencies with corresponding allocation of resources

 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.

 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.

 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.

 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.

 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

 Teachers and relevant education personnel are properly trained on teaching DRR as part of the school curriculum. Training of trainers (TOT) programme on DRR and emergency 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

 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

One Planet Pictures in collaboration with Plan International, etc.) (byThe 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 being done 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.

VIDEO SHOWING: Children on the Frontline

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: marqueza.lepana@asean.org; marqueza_asean@yahoo.com