Curriculum and disaster risk reduction consultant

Background

UNESCO, in cooperation with UNICEF, is developing an international technical guidance tool for the effective inclusion of disaster risk reduction (DRR) into school curricula. UNESCO, as the lead agency of the UN Decade for Education for Sustainable Development (2005-2014), supports governments in their effort to integrate DRR into education sector policies, curricula and assessment with a long-term perspective towards developing a ‘culture of disaster resilience’. In preparation of this initiative, UNICEF and UNESCO commissioned a comprehensive Mapping of Global DRR Integration into Education Curricula that captures key national experiences and good practices with regard to the integration of DRR in school curricula. This exercise was based on a desk review of literature and consisted of country case study research on DRR-related curriculum development including pedagogy, student assessment, teacher professional development and guidance, learning outcomes and policy development, planning and implementation in 29 countries. The initiative should be seen in the context of the following developments: The UN International Strategy for Disaster Reduction (ISDR) Secretariat, tasked with supporting governments in the implementation of the Hyogo Framework, undertook a global campaign from 2005 to 2006 entitled Disaster Risk Reduction Begins at School. The aim was to mobilize global efforts to integrate disaster risk reduction (DRR) into school curricula and school safety infrastructures and procedures (UNISDR, 2007). During the Second Session of the ISDR Global Platform for Disaster Risk Reduction held in 2009, commitments were made to integrate DRR into school curricula by 2015, a commitment reinforced at the 2011 Third Session of the Global Platform (UNISDR, 2009, 2011a). In a compilation of national progress reports on the implementation of the Hyogo Framework from 2009 to 2011, the inclusion of DRR-related themes and topics is reported in just over half the 70 reporting countries, mainly at primary level (UNISDR, 2011b). Overall, there was a ready willingness on the part of governments to respond to the Hyogo imperative and to meet the 2015 deadline, but also a lack of understanding of the nature of DRR-related curricula and how to develop and implement them. The objective of this consultancy is to assist in the production of an international technical guidance document and tools to introduce DRR into education sector policies, curricula and assessment on DRR learning outcomes for primary and secondary school-age children. The specific aim of this work is to provide policy-makers and curriculum developers in governments, NGOs and UN agencies with guidance on how to effectively integrate DRR into school curricula. In keeping with UNESCO and UNICEF approaches to DRR in education, the guidance tool will promote Education for Sustainable Development (ESD) as a framework for teaching DRR in school. Disasters pose a serious threat to sustainable development; ESD offers the vision and tools to integrate DRR with a long-term development perspective that empowers vulnerable groups. This ultimately supports the pursuit of the Millennium Development Goals and other international development objectives. DRR in education should encompass considerations of disaster risk reduction and preparedness, disaster mitigation, vulnerability, and resilience-building; moreover, DRR should further be integrated across the curriculum and grade levels. ESD provides a pedagogical framework that promotes critical thinking and problem-solving and other social and emotional life skills that are essential to the empowerment of communities threatened or affected by disasters. DRR should also focus on the integration of school safety into teaching/learning processes.

Responsibilities

The consultant shall be responsible for the following

• The development of an international technical guidance tool to integrate DRR into education policies, curricula and assessment schemes at primary and secondary school level. In particular, the work shall
- Include a rationale explaining why it is desirable to introduce DRR in the curriculum within the framework of ESD and the promotion of school safety initiatives; 
- Include a typology of and discussion on the different approaches and strategies for DRR integration in the curriculum;
- Include guidance on the formulation of curricular goals and specific learning objectives;
- Include a demonstration of alternative teaching approaches, the methods and sequencing of acquiring relevant knowledge, attitudes, and skills, and the development of supportive learning materials, related to DRR; 
- Provide benchmarks/reference standards to facilitate monitoring and evaluation of progress;
- Draw upon the findings and lessons learned from the desk review entitled Mapping of Global DRR Integration into Education Curricula and, in particular, the recommendations outlined in Section 12; 
- Analyse, revise and adapt relevant sections of existing guidance tools on DRR, ESD and climate change education, such as the ESD Lens produced by UNESCO;
- Include relevant tools such as planning, assessment, review and discussion tools which support DRR-related developments and reviews of curricula; 
- Present examples of successful integration of DRR into school curricula and practices;
- Provide links to worldwide initiatives in DRR such as the ISDR Global Platform, DESD, INEE, School Safety Initiative, Child Friendly Schools; 
- Provide guidance and advice to facilitate the development of curriculum materials by teachers and communities, (e.g. suggesting guidelines that emphasize competency-building activities, leaving particular risks to be selected at the local level); 
- The guidance tool must be reader-friendly, practice-oriented and easy to use for the intended target audience. 
- The consultant should further participate in and facilitate a review meeting of the first draft of the guidance tool with the DRR advisory group to be held in Paris in May 2012.

Requirements

• Advanced university degree (Masters or equivalent) in education, social sciences, public policy or related fields;
• Minimum 8 years professional experience in DRR and ESD with experience in working on education policy and curriculum development;
• Good knowledge of current DRR global trends and of education-specific DRR standards and policies;
• Good knowledge and experience in global education planning policies and curriculum development;
• Excellent analytical skills and demonstrate ability to integrate various information sources to develop quality analytical production with both attention to detail and the broader context;
• Strong inter-personal skills demonstrated by the ability to lead and gain the assistance and cooperation of others in a team endeavour; ability to build trust and develop and maintain effective work relationships in a multi-ethnic environment with sensitivity and respect for diversity
• Excellent communication and negotiation skills, including ability to defend and explain difficult issues with respect to key decisions and positions to staff, senior officials and members of intergovernmental bodies. Demonstrated ability to organize and facilitate multi-stakeholders meetings / consultations;
• Sound computer skills, including proficiency in word processing, spread sheets, and presentation software;
• Fluency in English is required. Knowledge of French, Spanish, or Russian would be a significant advantage.