- In what ways have you been involved in DRR curriculum development in (country)?
- Can you describe the DRR curriculum developments that have taken place in (country)?
- Does DRR curriculum development in your country address gender and inclusivity issues? If so, how?
- Looking through the eyes of the child, what kind of DRR learning does s/he encounter in school, in what subjects and at what grade levels is it happening?
- What do you see as the principal factors encouraging DRR curriculum development in (country)? What do you see as the principal inhibiting factors and barriers to effective curriculum development?
- Where has the emphasis been placed in DRR educational development in (country)?
- To what extent are connections made between the extra-curricula DRR involvement of students and what they learn in the school curriculum?
- To what extent is DRR learning in the classroom linked to student involvement in DRR community initiatives?
- To what extent is DRR learning in the classroom linked together with developing safe school practice, safe school culture and management?
- What kind of pedagogy is being used in DRR lessons?
- Can you identify the roles development agencies have so far played in DRR curriculum development in (country)?
- If you were to conduct a SWOT (strengths, weaknesses, opportunities, threats) analysis of the role of development agencies in DRR curriculum development, what would you be writing as principal points under each heading? Where should agencies direct their energy and efforts in the next few years?
- Looking at the Hyogo Framework for Action (HFA) 2005-2015 text and indicator on curricula, education and training [see below] to what extent has this text proved helpful in guiding and supporting your work? What changes would you suggest in the new HFA framework to be adopted in 2015 to make it more useful to you?
Hyogo Framework for Action Priority 3
Use knowledge, innovation and education to build a culture of safety and resilience at all levels
Education and training
(h) Promote the inclusion of disaster risk reduction knowledge in relevant sections of school curricula at all levels and the use of other formal and informal channels to reach youth and children with information; promote the integration of disaster risk reduction as an intrinsic element of the United Nations Decade of Education for Sustainable Development (2005–2015).
(i) Promote the implementation of local risk assessment and disaster preparedness programmes in schools and institutions of higher education.
(j) Promote the implementation of programmes and activities in schools for learning how to minimize the effects of hazards.
(k) Develop training and learning programmes in disaster risk reduction targeted at specific sectors (development planners, emergency managers, local government officials, etc.).
(l) Promote community-based training initiatives, considering the role of volunteers, as appropriate, to enhance local capacities to mitigate and cope with disasters.
(m) Ensure equal access to appropriate training and educational opportunities for women and vulnerable constituencies; promote gender and cultural sensitivity training as integral components of education and training for disaster risk reduction.
Hyogo Framework for Action Priority 3, Core Indicator 3.2:
School curricula, education material and relevant trainings include disaster risk reduction and recovery concepts and practices