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dc.contributor.authorMutasa, Sebia
dc.contributor.authorCoetzee, Christo
dc.date.accessioned2019-05-22T10:56:07Z
dc.date.available2019-05-22T10:56:07Z
dc.date.issued2019
dc.identifier.citationMutasa, S. & Coetzee, C. 2019. Exploring the use of experiential learning in promoting the integration of disaster risk reduction into primary school curriculum: a case of Botswana. Jàmbá: journal of disaster risk studies, 11: Article no a416. [https://doi.org/10.4102/jamba.v11i1.416]en_US
dc.identifier.issn1996-1421
dc.identifier.issn2072-845X (Online)
dc.identifier.urihttp://hdl.handle.net/10394/32422
dc.identifier.urihttps://jamba.org.za/index.php/jamba/article/view/416/1042
dc.identifier.urihttps://doi.org/10.4102/jamba.v11i1.416
dc.description.abstractA key imperative of Botswana’s adherence to international, regional and local policy on disaster risk reduction (DRR) relates to creating awareness and an understanding of disaster risk. One avenue of creating an understanding of risk is vested in the integration of DRR into primary school curriculums. Botswana has been slow to adhere to the above-mentioned policy imperatives. This paper argues that the slow pace of integration has been driven by a combination of a lack of clarity on the most appropriate teaching methodology through which to deliver information to young students on a topic as complex as DRR, as well as a general lack of policy and resource support from national government. These assertions are tested in a mixed-method research design that included questionnaires, document reviews and interviews. Questionnaires were administered to 30 teachers drawn from six primary schools in Gaborone, as well as in-depth interviews with two key informants drawn from the Curriculum Development Unit and National Disaster Management Office. The study finds that the experiential learning (EL) method provides an appropriate method by which DRR knowledge can be conveyed within the existing curriculum, as many teachers who have taken the innovative step of integrating DRR into their existing subjects are already implementing key components associated with the EL model. It is also established that although EL provides many potential benefits for an integrated DRR curriculum, the lack of clear policy direction and lack of various supporting resources are preventing the method benefits from being realised for Botswana primary schoolsen_US
dc.language.isoenen_US
dc.publisherAOSISen_US
dc.subjectDisaster risk reductionen_US
dc.subjectCurriculumen_US
dc.subjectIntegrationen_US
dc.subjectExperiential learningen_US
dc.subjectRisken_US
dc.titleExploring the use of experiential learning in promoting the integration of disaster risk reduction into primary school curriculum: a case of Botswanaen_US
dc.typeArticleen_US
dc.contributor.researchID12996513 - Coetzee, Christo


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