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MAINSTREAMING CCA/DRR INTO BASIC SCHOLS IN GHANA presented by: Andrew Osei , UNICEF Ghana

MAINSTREAMING CCA/DRR INTO BASIC SCHOLS IN GHANA presented by: Andrew Osei , UNICEF Ghana. CONTEXT

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MAINSTREAMING CCA/DRR INTO BASIC SCHOLS IN GHANA presented by: Andrew Osei , UNICEF Ghana

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  1. MAINSTREAMING CCA/DRR INTO BASIC SCHOLS IN GHANA presented by: Andrew Osei, UNICEF Ghana

  2. CONTEXT • The Ghana Education Service (GES) is implementing a Child Friendly School (CFS) programme. Mainstreaming Climate Change Adaptation and Disaster Risk reduction (CCA/DRR) is an integral part of the CFS programme for these explicit reasons: • The National Disaster Management Service Bill in 2009 states that teaching of disaster should be positioned as an important component of any disaster risk management in the country • The Education Reform policy provides for the integration of CCA/DRR into the curicula • It is also known that: • 3. Children can be powerful agents of change/reinforcement, provided they have knowledge about how to prepare in advance, how to act on warnings and how to reduce risks at home and in their communities • 4. The lack of disaster preparedness may lead to - damage or destruction of the physical infrastructure of schools, disruption of schooling, cause great economic loss for many children, death and injury of school children and staff

  3. Source: MOE Office (2011)

  4. Actions taken by GES include: • 1. Lead a stakeholder meeting in November to Pilot the CCADRR Resource Manual • 2. Constituted a working group to develop road map to implement the mainstreaming initiative • 3. Developed an integrated in service teacher training manual on 3 pillars. • i. Teachers will receive skills and competencies to deliver lessons to promote behaviour change/reinforcement • ii. Schools will use Parent Teacher Association /School Management Committees (PTA/SMC) as platforms to : • Establish School Disaster Management Committees • Conduct Risk Mapping • Develop community specific Disaster Management Plans • iii. Strengthening/formation of school clubs to reinforce child led learning, simulations and demonstrations • 4. CRDD is collaborating with Teacher Education to introduce CCA/DRR issues into pre-service teacher training programmes

  5. Way Forward • Ghana Education Service sustained commitment • Improving inter sectoral collaboration on CCA/DRR • Strengthening monitoring, review, information sharing and integration into EMIS • Providing basic supplies/ logistics to support implementation of School Disaster Management Plans • Strengthening private sector participation in CCA/DRR in schools e.g. media • Identifying champions of DRR in schools e.g. sports icons

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