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Exploring the use of experiential learning in promoting the integration of disaster risk reduction into primary school curriculum: A case of Botswana
By Sebia Mutasa
A key imperative of Botswana's adherence to international, regional and local policy on disaster risk reduction (DRR) relates to creating awareness and an understanding of disaster risk. One avenue of creating an understanding of risk is vested in the integration of DRR into primary school curriculums. Botswana has been slow to adhere to the above-mentioned policy imperatives. This paper argues that the slow pace of integration has been driven by a combination of a lack of clarity on the most appropriate teaching methodology through which to deliver information to young students on a topic as complex as DRR, as well as a general lack of policy and resource support from national government. These assertions are tested in a mixed-method research design that included questionnaires, document reviews and interviews. Questionnaires were administered to 30 teachers drawn from six primary schools in Gaborone, as well as in-depth interviews with two key informants drawn from the Curriculum Development Unit and National Disaster Management Office. The study finds that the experiential learning (EL) method provides an appropriate method by which DRR knowledge can be conveyed within the existing curriculum, as many teachers who have taken the innovative step of integrating DRR into their existing subjects are already implementing key components associated with the EL model. It is also established that although EL provides many potential benefits for an integrated DRR curriculum, the lack of clear policy direction and lack of various supporting resources are preventing the method benefits from being realised for Botswana primary schools. © 2019. The Authors.
Botswana and international policies on the inclusion of disaster risk reduction in the school curriculum: Exploring the missing link
By Sebia Mutasa
This paper is based on the research study that focused on Botswana's compliance with international Disaster Risk Reduction (DRR) policies, regional policies and its own policies on DRR education. It specifically sought to explore and understand the missing link in between Botswana's policy direction and international policies on the inclusion of Disaster Risk Reduction in the school curriculum. Located within the interpretivist philosophy and based on a case study research design, a mixed method approach using 30 teachers drawn from twelve schools, and two key informants who are the focal points at the National Disaster Management Office and Curriculum Development Unit was adopted. Questionnaires and interviews were administered to teachers and key informants respectively. The study finds that policy, augmented by the availability of resources and skills would play an important role in integrating disaster risk reduction education in Botswana's primary school curriculum. It also found that having an education policy that embeds disaster issues may help to consolidate communities' capacities to cope with disasters, as children are good information disseminators. To that end the paper concludes and argues that without political will and a strong engagement of key stakeholders in the drafting of the policy, the prospects of implementing disaster risk reduction integration into the education curriculum are weak. © 2019 Elsevier Ltd
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