This research has overviewed the relationship of Disaster Risk Reduction (DRR) education in terms of its meaning and application from global into the Indonesian context, with Banda Aceh as a place for a case study. It covers five key issues; weak and disintegrated policies, institutional support, sustainability of SSB, teacher"s knowledge and capacity and integration process for DRR knowledge at the school level in Indonesia. The research has used Focus Group Discussion, questionnaires, interview, and content analysis. Significant gaps were identified between the disaster policy outlined at the national level and in the implementation in schools. The study reveals that even there is the significant progress of DRR education in government policy and institutional networks, it has not yet been effectively applied in schools. It lacks dissemination of DRR education policy from the national to local level that has hindered the implementation of DRR education in schools. Equally the development of DRR education in terms of the school based disaster preparedness (SSB) programme, despite showing some positive progress, has shown a lack of effectiveness because of institutional network constraints and the absence of disaster knowledge development and methodological transformation in the school system. Additionally, this research shows that teachers as key factors for delivering DRR knowledge do not have sufficient knowledge of DRR, and furthermore, lack the creativity and enthusiasm, which has led to progress in schools being slow. This research introduced a model for a DRR-Science integrated curriculum in classroom teaching and evaluated the students" knowledge of risk. The teaching intervention shows that embedding disaster education into science lessons can be an effective approach to enhancing the disaster knowledge of secondary high school students in Indonesia. It is concluded that a new and consolidated effort is required from all stakeholders to maintain sustainability of DRR education in Indonesia. Keywords: Disaster Risk Reduction Education, Science Curriculum, Case Study, Senior High School, Indonesia.

This book is a unique, transdisciplinary summary of the state of the art of disaster risk reduction (DRR) in Indonesia. It provides a comprehensive overview of disaster risk governance across all levels and multiple actors including diverse perspectives from practitioners and researchers on the challenges and progress of DRR in Indonesia. The book includes novel and emerging topics such as the role of culture, religion, psychology and the media in DRR. It is essential reading for students, researchers, and policy makers seeking to understand the nature and variety of environmental hazards and risk patterns affecting Indonesia. Following the introduction, the book has four main parts of key discussions. Part I presents disaster risk governance from national to local level and its integration into development sectors, Part II focuses on the roles of different actors for DRR, Part III discusses emerging issues in DRR research and practice, and Part IV puts forward variety of methods and studies to measure hazards, risks and community resilience.

Offers an informative introduction to the subject of disaster risk reduction education and highlights key places of education such as family, community, school, and higher education. This book describes and demonstrates different aspects of education in an easy-to-understand form with academic research and practical field experiences.

This thesis investigates the implementation of disaster risk reduction (DRR) education in Indonesian schools. In the last decade, DRR education programs have been promoted as one of the pillars to save lives and reduce disaster losses, based on several studies that identified positive outcomes. However, most of these studies were undertaken in developed countries. There remain a limited number of studies in developing countries investigating the opportunities and barriers to implementation of DRR education in schools. The thesis uses a case study approach to explore the scaling up and sustainibility of DRR education in Indonesian schools.

Although children are among those who at risk for negative effects of a disaster, the potential roles of children have gained an increase in the disaster risk reduction (DRR) literature. Children’s potential capacities could serve as a resource for families with the right supports from related stakeholders. Schools have been argued can be great places to transmit effective DRR activities. On 2006, the Government of Indonesia (GoI) has established implementation of school-based disaster education program. Various government agencies and non-governmental organisations have supported this program since then. Despite various disaster educational materials have been developed and embedded in communicating disaster education to school children, how knowledge about risk reduction from school can be communicated to family members are remain unexplored. This study aims to identify how the inclusion of children in school-based DRR can promote DRR in a family level using a case study of Indonesia. Notably, it reviews the progress of various activities of school-based DRR programs and investigates how students communicate DRR and share the knowledge to other family members, and at last, identify to what extent inclusion of children in school-based DRR can support DRR in a family level. This study is primarily based on interviews which were held on two months in Indonesia in 2018. The study shows that schoolchildren get to benefit from school-based disaster education using materials. They are able to communicate what they learned in school and bringing home disaster risk awareness with them using guided materials. However, although that children are able to convey the messages, actions and practices of risk prevention to ‘recurrent natural hazard’ (e.g. flooding) have existed in the communities that enable them to cope in a time of hardship. Thus, knowledge from schools is able to tap in related to daily habit (e.g. littering and healthy lifestyle) and encourage families to join with the on-going support from related stakeholders. School-based DRR education approach should be coupled with community-based DRR approach to foster the participation of vulnerable people in disaster risk measures and empower families with self-developed and acceptable ways of coping with natural hazards.

Integrated Education and Learning aims to discuss novel approaches to offer integrated educational methods. Within the last few years, educational techniques have evolved to favour critical thinking and improve learning skills. This volume links thinking and learning in educational settings and discusses diverse mechanisms that influence this association; including meta-cognitive capacity, memory, cognitive style, conceptual approaches, digitalization, teaching approaches, echoing, and questioning. It embraces this discussion at all levels, from early childhood education to higher education. This book also includes teaching tips for creating a learning environment that cultivates students’ creativity and critical thinking on both online platforms and live-in-classroom. The book follows discussing the merits of an integrated educational paradigm that will help develop highly intellectual thinkers and will promote modern values to face current and future challenges. Finally, the book shows a balance between learning and education to enhance creativity, critical thinking and social skills.

The COVID-19 pandemic has introduced a new paradigm in education that has forced school management teams to re-imagine their curricula delivery functions and obligations during and post COVID-19. Now there are concerns about the state to which curriculum delivery in schools is likely to become planned, implemented, and managed. Investigating the Roles of School Management Teams in Curriculum Delivery improves the quality of planning, implementation, and management of curriculum delivery to advance the quality of teaching and learning in schools. Particularly, it envisages innovative strategies, best practices, and addresses problems in the planning, implementation, and delivery of curricula by school management teams. Covering topics such as curriculum delivery theory, curriculum delivery in planning, implementation, and management during and post COVID-19; curriculum delivery in assessment and alternative assessment; and reimagining inclusivity in curriculum delivery, this edited book is essential for departmental heads, deputy principals, education district officials, department of basic education curriculum designers, instructional designers, administrators, academicians, university teachers, researchers, and post-graduate students.