Disaster risk reduction education (DRRE) in elementary education of Pakistan: Challenges and scaling up endeavours

Abstract

Disaster Risk Reduction Education (DRRE) plays a crucial role in building community resilience by equipping children with the knowledge and skills needed to respond to disasters and reduce vulnerabilities. School children are not only among the most vulnerable to disaster impacts but also serve as important agents of change by sharing DRR knowledge with their families and communities. Over the past decade, educational initiatives in Pakistan have gained momentum to mitigate disaster-related damages and foster resilience. This approach has been supported by numerous studies highlighting its effectiveness in achieving positive results. This study examines the factors that can either aid or impede the expansion of disaster risk reduction education for primary school students in four districts of the Khyber Pakhtunkhwa Province. The study employed a multi-informant mixed-method approach that gathered data from multiple sources, including elementary school children, school personnel, and child-centered disaster risk reduction non-governmental organizations members. Many teachers in the study believed they could involve children in disaster preparedness and thought disaster risk reduction education should be taught in schools. The study identified six significant challenges (policy blueprint for DRR education, cognizance and availability of DRR educational materials, teacher’s competence to improve learning outcomes, strengthening school partnerships, allocating resources for optimal results, and giving children a voice) and proposed several policies recommendations for making progress. Although these issues may be prevalent in developing and developed nations, the suggested strategies may have applicability beyond the geographic confines of Khyber Pakhtunkhwa, Pakistan.