The State of Disaster Risk Reduction Mainstreaming in Pre-tertiary Education in Ghana: An Exploratory Study
In an era of increased climate-induced disasters, education related to disaster prevention, preparedness, and management has become crucial. In response, the government of Ghana and other stakeholders have initiated programs and policies aimed at integrat
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The State of Disaster Risk Reduction Mainstreaming in Pre-tertiary Education in Ghana: An Exploratory Study Priscilla Toloo Apronti, John Boakye-Danquah, and Effah Kwabena Antwi Abstract In an era of increased climate-induced disasters, education related to disaster prevention, preparedness, and management has become crucial. In response, the government of Ghana and other stakeholders have initiated programs and policies aimed at integrating disaster risk reduction (DRR) into educational curricula. This study assessed the current level of DRR integration in the pre-tertiary education system in Ghana by assessing teachers’ perceptions and preparedness to handle DRR lessons and the challenges they experience. Using secondary data and in- depth interviews with officials from the Ghana Education Service (GES), National Disaster Management Organisation (NADMO), and Environmental Protection Agency (EPA), information on the current level of DRR integration in the pre- tertiary education system in Ghana was reviewed. Semi-structured questionnaires were also used to obtain information from teachers sampled from selected schools in the La Nkwantanang District of the Greater Accra Region. The results revealed that the level of DRR integration in pre-tertiary schools remain low, and challenges to further integration include inadequate teacher training and learning materials and poor support from disaster management organizations. These factors adversely affect the ability of teachers to impart DRR knowldge and mainstreaming of DRR into pre-tertiary education in Ghana. Therefore, the findings suggest that training teachers in the delivery of DRR lessons at the pre-tertiary level should be prioritized in Ghana. In addition, disaster management organizations should be encouraged to partner with schools to support the practical teaching of DRR lessons to be able to enhance the knowledge and skills of both students and teachers. P.T. Apronti (*) Queens University, 99 University Avenue, Kingston, ON K7L 3N6, Canada e-mail: [email protected] J. Boakye-Danquah Rivers, Forest and Life Foundation (RFL), P. O. Box 12, Enyiresi-Aniynam, Ghana e-mail: [email protected] E.K. Antwi Integrated Research System for Sustainability Science (IR3S), The University of Tokyo Institutes for Advanced Study (UTIAS), Tokyo, Japan e-mail: [email protected] © Springer Nature Singapore Pte Ltd. 2018 O. Saito et al. (eds.), Strategies for Building Resilience against Climate and Ecosystem Changes in Sub-Saharan Africa, Science for Sustainable Societies, DOI 10.1007/978-981-10-4796-1_17
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Keywords Disaster risk reduction • Disaster risk reduction integration • Co-curricular activities • Education • Ghana • Disaster management organization • Teachers • Children
17.1 Introduction Education is essential for disaster risk reduction (DRR). Its role in creating awareness about disasters and developing the appropriate set of knowledge, skills, and competence for disaster prevention, reduction, and management has been established
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