In Aceh, schools face challenges in preparing for and responding to disasters, risking student safety and hindering their education. Our project aims to integrate Disaster Risk Reduction (DRR) education into Acehnese schools to enhance their preparedness and improve student retention.

Our main goal is to develop and implement a curriculum that teaches students and school staff how to respond effectively to disasters like earthquakes and floods.

We will answer key questions like: How can we adapt DRR education to fit Aceh’s unique context? How can we ensure that schools are well-prepared for disasters? How can we encourage students to stay in school despite the challenges they face?

By the end of the project, we expect to see schools in Aceh better equipped to handle disasters, resulting in safer learning environments and increased student retention rates. We aim to produce educational materials and guidelines that can be used by schools across Aceh, benefiting students, teachers, and communities alike.

Our approach involves collaborating closely with local education authorities, conducting workshops and training sessions for teachers, and gathering feedback from students and parents. We will also conduct field research in Aceh to understand the specific needs and challenges faced by schools in the region.

Overall, our project will contribute to building a more resilient education system in Aceh, ensuring that schools are better prepared to protect students and support their learning, even in the face of disasters.

Problem Identification:

In Aceh, Indonesia, frequent exposure to natural disasters such as earthquakes, tsunamis, and floods poses significant challenges to the education system. These disasters disrupt schooling, endanger student safety, and impede access to quality education. Despite efforts to improve disaster preparedness, schools in Aceh still lack comprehensive strategies to effectively respond to emergencies, resulting in continued vulnerability and hindrance to educational progress.

Furthermore, there is a critical knowledge gap regarding the integration of Disaster Risk Reduction (DRR) education into the school curriculum in Aceh. While DRR is recognized as essential for building resilience and mitigating the impact of disasters, its systematic incorporation into education systems remains limited. This gap not only compromises the safety of students and school staff but also undermines efforts to ensure continuous access to education, especially for vulnerable populations.

Gender Equality and Inclusion (GEI) considerations are paramount in addressing this problem. In disaster-prone regions like Aceh, gender disparities exacerbate the vulnerabilities of marginalized groups, including girls, children with disabilities, and those from low-income households. Failure to address these disparities perpetuates cycles of inequality and limits educational opportunities for all.

Justification for Selected Innovation:

Our project focuses on integrating DRR education into Acehnese schools as a proactive approach to enhancing school preparedness and ensuring student safety. This innovation addresses a critical gap in the education system by equipping students and school staff with essential knowledge and skills to respond effectively to disasters.

The effectiveness of integrating DRR education has been demonstrated in various contexts worldwide. Studies have shown that comprehensive DRR education not only improves disaster preparedness but also promotes community resilience and reduces disaster-related risks (UNESCO, 2017). Moreover, evidence suggests that DRR education contributes to positive behavioral changes among students and enhances their ability to protect themselves and others during emergencies (IFRC, 2019).

Furthermore, integrating DRR education aligns with the education priorities of Aceh and the goals of the Global Partnership for Education (GPE) partner countries. Improving disaster preparedness in schools is essential for achieving Sustainable Development Goal 4 (SDG 4) on quality education, particularly in regions prone to natural disasters (UNESCO, 2018). By addressing this priority area, our project contributes to broader efforts to build resilient and inclusive education systems that prioritize the safety and well-being of all learners.

Additionally, the scalability of DRR education makes it a strategic intervention for long-term impact. By embedding DRR principles into the school curriculum, our project lays the foundation for sustained resilience-building efforts that can be replicated across schools in Aceh and beyond. This scalability potential aligns with GPE’s mandate to support transformative change in education systems and ensure equitable access to quality education for all children (GPE, 2020).

In conclusion, our project addresses a pressing need in Aceh’s education system by integrating DRR education to enhance school preparedness and mitigate disaster risks. With a strong evidence base and potential for scaling impact, this innovation represents a strategic investment in building resilient and inclusive education systems that prioritize the safety and well-being of all learners.

Research Purpose and Anticipated Results:

Project Objectives:

  1. To develop and implement a comprehensive Disaster Risk Reduction (DRR) education curriculum tailored to the Acehnese context, focusing on enhancing school preparedness and promoting student safety.
  2. To train teachers and school staff in Aceh on the delivery of DRR education, ensuring their capacity to effectively impart knowledge and skills to students.
  3. To assess the impact of DRR education integration on school preparedness, student knowledge, attitudes, and behaviors related to disaster response and risk reduction.
  4. To disseminate findings and educational materials to education stakeholders in Aceh and beyond, fostering sustainability and scalability of DRR education initiatives.

Proposed Activities:

  1. Curriculum Development: Collaborate with education experts, local authorities, and community members to develop a culturally relevant DRR education curriculum aligned with national education standards and tailored to the Acehnese context.
  2. Teacher Training: Conduct training workshops for teachers and school staff to enhance their understanding of DRR concepts, teaching methodologies, and emergency response protocols. Provide ongoing support and resources to ensure effective implementation of DRR education in schools.
  3. Implementation and Monitoring: Integrate DRR education into the school curriculum and monitor its implementation across participating schools. Collect data on student learning outcomes, school preparedness measures, and community engagement activities.
  4. Impact Assessment: Evaluate the impact of DRR education integration through pre- and post-intervention assessments, including surveys, interviews, and focus group discussions with students, teachers, and community members. Assess changes in knowledge, attitudes, and behaviors related to disaster preparedness and response.
  5. Knowledge Sharing and Dissemination: Disseminate project findings, best practices, and educational materials through workshops, conferences, and digital platforms. Engage with education stakeholders at local, national, and international levels to promote awareness and advocacy for DRR education.

Expected Results:

  1. Development of a comprehensive DRR education curriculum tailored to the Acehnese context, including teaching materials, lesson plans, and educational resources.
  2. Enhanced capacity of teachers and school staff in Aceh to deliver effective DRR education, resulting in improved student knowledge and skills in disaster preparedness and response.
  3. Increased school preparedness measures and community engagement in disaster risk reduction activities, leading to safer learning environments and reduced vulnerability to disasters.
  4. Dissemination of project findings and educational materials to education stakeholders in Aceh and beyond, contributing to the sustainability and scalability of DRR education initiatives regionally and globally.

Theory of Change:

By integrating DRR education into Acehnese schools, our project aims to empower students, teachers, and communities with the knowledge and skills needed to mitigate the impact of disasters and build resilience. Through targeted curriculum development, teacher training, and community engagement activities, we anticipate that students will become more aware of disaster risks, adopt safer behaviors, and actively contribute to disaster preparedness efforts. Ultimately, we expect that improved school preparedness and community resilience will lead to safer learning environments, increased student retention rates, and enhanced disaster response capabilities in Aceh. Through knowledge sharing and advocacy efforts, we aim to foster broader awareness and support for DRR education initiatives, promoting sustainable and scalable impact beyond the duration of the project.

Research Questions:

  1. How can Disaster Risk Reduction (DRR) education be effectively integrated into the Acehnese school curriculum to enhance school preparedness and promote student safety?
  2. What are the knowledge, attitudes, and behaviors of students and school staff regarding disaster preparedness and response before and after the implementation of DRR education?
  3. What are the barriers and facilitators to the successful implementation of DRR education in Acehnese schools, including institutional, cultural, and socio-economic factors?
  4. What are the long-term impacts of DRR education integration on school preparedness measures, student retention rates, and community resilience in disaster-prone areas of Aceh?

Study Design and Methodology:

The study will employ a mixed-methods approach, combining qualitative and quantitative data collection methods to provide a comprehensive understanding of the integration of DRR education in Acehnese schools.

Qualitative methods, including interviews, focus group discussions, and document analysis, will be used to explore stakeholders’ perspectives, understand contextual factors, and identify barriers and facilitators to DRR education implementation. Semi-structured interviews will be conducted with teachers, school administrators, education authorities, and community leaders to gather insights into their experiences, perceptions, and recommendations regarding DRR education. Focus group discussions will involve students to capture their perspectives on disaster risk, safety measures, and the effectiveness of DRR education initiatives. Document analysis will involve reviewing curriculum documents, training materials, and policy documents related to DRR education in Aceh.

Quantitative methods, including surveys and pre-post assessments, will be used to measure changes in knowledge, attitudes, and behaviors related to disaster preparedness and response among students and school staff. Surveys will be administered to students and teachers to assess their baseline understanding of DRR concepts and their perceptions of school preparedness measures. Pre-post assessments will be conducted to measure changes in knowledge and behaviors following the implementation of DRR education interventions.

Gender Equality and Inclusion Considerations:

Gender equality and inclusion considerations will be integrated into the project design and methodology through several key strategies:

  1. Gender-sensitive Curriculum: The DRR education curriculum will be developed with a gender-sensitive approach, ensuring that it addresses the specific vulnerabilities and needs of girls, boys, and gender-diverse students. This may include incorporating gender-sensitive language, examples, and case studies into teaching materials and ensuring equal participation and representation of genders in classroom activities.
  2. Inclusive Training: Teacher training sessions will incorporate modules on gender equality, diversity, and inclusion to raise awareness among educators and promote inclusive teaching practices. Teachers will be encouraged to create safe and supportive learning environments that accommodate the diverse needs of all students, including those with disabilities and from marginalized backgrounds.
  3. Gender-Disaggregated Data Collection: Data collection instruments, including surveys and assessments, will collect gender-disaggregated data to analyze differences in knowledge, attitudes, and behaviors between male and female students and staff. This will enable a deeper understanding of gender dynamics in disaster preparedness and response and inform targeted interventions to address gender disparities.

Scaling Impact:

The project will contribute to scaling the impact of DRR education by:

  1. Developing Scalable Resources: The DRR education curriculum and teaching materials will be designed for scalability, with a focus on simplicity, adaptability, and cost-effectiveness. These resources will be shared digitally and in print formats, making them accessible to schools across Aceh and potentially other disaster-prone regions.
  2. Building Capacity: Teacher training workshops will not only equip educators with the knowledge and skills to deliver DRR education but also empower them to train their peers and colleagues. This cascading approach to capacity building will amplify the project’s impact and promote sustainability at the local level.

Stakeholder Engagement:

Stakeholder engagement will be central to the project design and implementation, ensuring that the research is relevant, responsive, and positioned for use. Key stakeholder groups, including government agencies, education authorities, school administrators, teachers, students, parents, and community leaders, will be actively involved throughout the project lifecycle.

  1. Participatory Curriculum Development: Stakeholders will be engaged in the co-design of the DRR education curriculum, providing input, feedback, and validation to ensure its relevance and applicability to local contexts.
  2. Collaborative Training Workshops: Teacher training workshops will be conducted in collaboration with education authorities and school administrators, fostering ownership and buy-in from the outset. Teachers will be encouraged to share their experiences and insights, contributing to a collective learning process.
  3. Community Outreach: Community members will be engaged through outreach activities, such as parent-teacher meetings, community forums, and awareness campaigns. Their involvement will be crucial for fostering community support, mobilizing resources, and sustaining DRR education initiatives beyond the project duration.

Risk Management:

Potential risks, including safety and ethical concerns, will be identified and managed through proactive risk assessment and mitigation strategies. Key risks and their corresponding management measures include:

  1. Safety Risks: Fieldwork in disaster-prone areas may pose safety risks to researchers and participants. Safety protocols will be developed and implemented, including emergency response plans, communication protocols, and evacuation procedures. Researchers will receive training on personal safety and first aid.
  2. Ethical Concerns: Ethical considerations, including informed consent, privacy, and confidentiality, will be addressed in all research activities. Ethical approval will be obtained from relevant institutional review boards, and informed consent will be obtained from all participants. Data will be anonymized and securely stored to protect participants’ privacy.
  3. Community Sensitivity: Research activities will be conducted with sensitivity to local customs, traditions, and cultural norms. Researchers will seek permission from community leaders and elders before conducting fieldwork and will ensure respectful and culturally appropriate interactions with participants.

By proactively identifying and addressing potential risks, the project will minimize disruptions and ensure the ethical conduct of research activities, thereby safeguarding the well-being of participants and researchers alike.