A review of progress in the integration of disaster risk reduction into Australian school curricula programs and materials

This paper reviews progress in the integration of disaster risk reduction (DRR) into Australian school curricula programs and support materials since 2005. Researchers such as Ronan and Johnston (2005) stress the importance of school disaster education and the youth-school-family network in building community resilience to disasters.

The findings of the publication are the following:

• There is a tendency to use infusion as the only approach to DRR integration.
• DRR learning was mainly in the cognitive domain, with little done in the affective and social domains.
• There was little evidence of evaluation and assessment of DRR education programs and materials including those linked to Australian curricula.
• There was some evidence of teacher professional development in DRR education but more activity could be provided in this training.

This document is an input paper of the 2015 Global Assessment Report on Disaster Risk Reduction.