DefinePK

Abstract

Widespread studies have demonstrated the importance of integrating disaster risk reduction management into the school curriculum. Such curricula provide for a continuous and multi-disciplinary process of planning and implementation of measures aimed at reducing the risk of disasters, mitigating the severity and consequences of disasters, emergency preparedness, and post-disaster recovery and rehabilitation. Drawing on the Sendai Framework for Disaster Risk Reduction 2015-2030, the study explores the disaster risk reduction competencies among pre-service students in secondary school teacher training colleges in Zimbabwe. The study adopted a case study design within a qualitative approach. Twelve student-teacher subject representatives and four lecturers were purposively selected to participate in the focus group discussions and interviews respectively. To achieve triangulation subjects’ syllabi documents, the students’ lecture notes and handouts were also content analysed into emergent themes. The findings revealed that disaster risk reduction knowledge was most prevalent in preservice teachers taking certain subject areas and not others. However, instruction in these subjects concentrated on knowledge acquisition largely leaving out other competence areas such as skills, attitudes, and values for disaster risk reduction education. Further findings suggest the need for a systematic and deliberate disaster risk reduction competence-based integration and expansion of current syllabi to include geographic information systems, indigenous knowledge, and community engagement. The study recommends teacher education curricula review to align existing syllabi content to current and emerging trends in disaster risk reduction competencies.