This study draws from detailed qualitative case studies of three schools that practise disaster risk reduction (DRR) education initiatives in their curriculum in Nepal. Using curriculum mapping and discourse analysis, it aims to elaborate the significance of relevant disaster risk reduction (DRR) content in school curriculum to prepare youths for disaster response and recovery. It elaborates the nature of the current DRR content covered in curricula and textbooks and provides suggestions to address the identified disaster-related issues in the school curriculum. It further elaborates that incorporation of local and contextualised DRR content in school curricula contributes to the establishment of the “culture of resilience” in disaster prone context like Nepal. It concludes that more organised and holistic approach is essential to develop disaster and management knowledge, skills and attitudes to youths.
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