Original Research

Disaster Risk Reduction through school learners’ awareness and preparedness

Takalani S. Rambau, Lukas D. Beukes, William Fraser
Jàmbá: Journal of Disaster Risk Studies | Vol 4, No 1 | a61 | DOI: https://doi.org/10.4102/jamba.v4i1.61 | © 2012 Takalani S. Rambau, Lukas D. Beukes, William Fraser | This work is licensed under CC Attribution 4.0
Submitted: 14 August 2012 | Published: 01 November 2012

About the author(s)

Takalani S. Rambau, Department of Curriculum and Instructional Design and Development, University of Pretoria, South Africa
Lukas D. Beukes, Department of Humanities, University of Pretoria, South Africa
William Fraser, Department of Science, Mathematics and Technology Education, University of Pretoria, South Africa


In 2006, the ISDR (International Strategy for Disaster Reduction) (2007) initiated a campaign called Disaster Risk Reduction Begins at School to encourage the integration of disaster risk education into school curricula in countries vulnerable to disasters. A study was initiated to determine how education, in particular curriculum development and teaching, contributes to South African learners’ hazard awareness and disaster preparedness. Mixed method research (consisting of questionnaires, interviews and document reviews) was done to collect data. 150 educators from Gauteng, the Western Cape, KwaZulu-Natal, North West and the Eastern Cape completed questionnaires. Five curriculum coordinators, three disaster specialists and two disaster lecturers were interviewed to record their perspectives. The first finding of the study was that the majority of educators, disaster specialists and curriculum coordinators identified floods, fire, droughts, epidemics, road accidents and storms as the most prevalent disasters in the country. The second finding from the literature and empirical data collection revealed that South African communities, particularly people residing in informal settlements and other poor areas, are more vulnerable to disasters than their counterparts in more affluent areas. The third finding of the study was that teaching learners about hazards and disasters is vital and must be expanded.


curriculum; disasters; hazards; vulnerability; disaster education; informal settlements


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Crossref Citations

1. His Work/Our Work: Advancing the Learning Values of James Kenneth Mitchell’s Hazards in Context Framework
Mark Barnes
Journal of Extreme Events  vol: 03  issue: 02  first page: 1671008  year: 2016  
doi: 10.1142/S2345737616710081