and environmentally friendly features. Maintenance of school buildings may
include check-list and tools to maintain school facilities daily, weekly, monthly, and
annually. Remedial repairs and maintenance (e.g., painting, roof coverings, roof
structures, steel structures, roof fascias, bargeboards and exposed roof
timbers, external ceilings, internal ceilings, walls and floors, doors and windows,
electrical installations, plumbing installations, and school grounds). School
Inspection handbooks or related documents can be used to incorporate the
above components for promoting safe school facilities in Ethiopia.
• Promote school disaster management: This may include Disaster and Emergency
Preparedness guidance for schools by developing check-list for: 1) Assessment
and Planning; 2) Physical and Environmental Protection; 3) Response Capacity
Development; and 4) Practicing, monitoring, and improving.
• Promoting child friendly schools infrastructure, standards, and guidelines: This
may include standard framework, planning, and guidelines (e.g., appropriate,
sufficient, and secure buildings; healthy, clean, secure and learner-protected
environment; child-friendly and barrier-free environment that promotes inclusive
access and equal rights of every child; and adequate and appropriate equipment
that supports the level of education).
• Promote the development of technical guidance for integrating DRR in the
school curriculum: The guidance can be designed primarily for use by policy
makers and curriculum developers in central and sub-national administrations,
as well as school principals, teachers, teacher trainers, and local education officials
as well as local community members committed to fostering DRR learning.
The guidance may include sections on preparing curriculum framework for disaster
risk reduction; planning and processing DRR curriculum development, DRR
learning outcomes, programs, activities, materials, etc.; applying changes in
the classroom and school; scaling up and DRR mainstreaming; and monitoring
and evaluating changes. As discussed earlier, the Curriculum Framework for
Ethiopian Education (KG – Grade 12) aims to address issues related specifically
to the curriculum, especially education materials, methodologies, and assessment
techniques. Moreover, this framework is also considered as a blue print and
provides guidance for the preparation of the subsequent curriculum materials
notably syllabi, textbooks and also for the overall implementation of the
teaching learning activities across the grade levels. Thus, this framework can
also provide technical guidance for integrating DRR into school curriculum in Ethiopia.
• The guidance for integrating DRR in the school curriculum may also
include some key discussion tools and checklist. For example, five dimensions
of DRR learning in the curriculum, ESDRR curriculum planning tools, problem
tree analysis, objective tree analysis, developing competency-based
curriculum, developing subject-based DRR curriculum learning outcomes, etc.
Some checklist examples are: DRR learning outcomes, DRR student
assessment, conducting an evaluation, etc.
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