Education is important to everyone. This gives knowledge to the world and changes it into something better; helps develop in people a new perspective at life, as well as help build opinions and points on things. This can either be education from the school or from experiences on the outside world but what’s mostly within the set is the education at school (Doumbia, 2019).
In 2019, Reddy stated that school is a sacrosanct place and is touted to be the second home of the children for it teaches students various things- not just subjects but experience in order to encounter life as time goes by.
As time went on, students start to feel the starting advance of technology; new forms of teaching such as the use of ICT curriculums, guiding, and other features were also improved.
With this, the Department of Education enjoined its workforce to help in increasing the capacity of the learners, schools and communities in ensuring safety, reduced exposure to hazards, and decrease vulnerability to disasters.
This is institutionalized more specifically in the implementation of the K to 12 Curriculum of Senior High School Core Subject on Disaster Readiness and Risk Reduction (Abelita & Clores, 2018).
Awareness can be considered as a concept referring to the ability of a person to perceive, to feel, or to directly aware of any events. People can be attracted by someone or object around them and be doubly careful to the related object or environment is known as self-awareness. Moreover, it is difficult to control because human declarative memory is highly task-promiscuous becoming involved even when performance would be better without it (Duval & Wicklund,1972).
Kim (2001) states that the skill to be aware, to notice, to be alert of the surrounding still can be practiced by; enhancing the knowledge in this field, practicing the awareness culture since younger age, participating in some related program or learning from the previous experience. DRR consists of lots of disciplines such as disaster management, disaster mitigation and disaster preparedness, but DRR is mainly focus on creating and developing a sustainable environment.
Over a few decades, the number of disasters happened around the world is exacerbated. Disasters are destructive, and it can definitely slow down the development of a country but as we think positively, it’s provide opportunities to build back better and safer (UNISDR, 2015).
In general, disaster can be defined as a hazardous incident, no matter of natural, man-made or technological mistake by human that will causing serious physical damage or destruction, loss of life, casualties or other health impacts, property damage and also destroy the entire area/environmental system such as the economic, cultural and social life of people (Castro, 2013).
Wisner (2012), Disaster Risk Reduction is the process of understanding, analyzing and managing the causes and origins of disasters and the risks that accumulate and lead to disasters.
WHO (2009) stated that when it comes to the Disaster Risk Reduction (DRR) in education, it is a crucial aspect in all of the country around the world to build resilience to disasters. According to World Meteorological Organization, over the past five decades, nine out of ten natural disasters around the world are directly or indirectly related to the extreme weather and climate change.
In Hyogo Framework for Action (2015), education is identified as a crucial element to mitigate the impact of natural disasters. Petal (2009) pointed that, in order to reduce the vulnerability of children to disaster and withstand natural hazards, DRR education is an important sector that must be well initiate in the developing countries. Adequate and sufficient attention must be applied to DRR education to enhance the sustainability in society. The United Nations Children\'s Fund (UNICEF) is working hard to ensure the safety of school building and facilities in the disaster-prone area. DRR activities are also included and promoted into the school education system in order to raise the awareness and preparedness among students and teachers.
The contemporary science education is directed towards preparing the learners for successful partaking and commitment in whatever lay ahead. One of the crucial concerns for the learner’s development involves self-regulation and metacognition. As stated by Thomas (2012), an individual’s metacognitive knowledge regarding their learning performance in science subjects would include knowledge of his/her strengths, weaknesses, and learning processes, together with an awareness of his/her repertoire of tactics and strategies and how and under what circumstances these could enhance or inhibit learning and/or cognitive performance. To explore the effectiveness of metacognitively-rich environment, this study was done to explore the implementation of a teaching approach, Metacognitively-Oriented Science Classroom Learning Environments (MOSCLEs), in learning Disaster Readiness and Risk Reduction (DRRR) among senior high school students.
Besides that, the program on DRR and education was implemented by UNICEF with the collaboration of European Commission in Central Asia. A total of 50 senior government officials joined in the program. The knowledge and information on safety school was introduced to teachers and the disaster management authorities. UNICEF also teach the basic life-skills to the school children to improve their knowledge and ability to reduce the impact from disasters. All of these activities were organized to ensure the education system is suitable and the learning process among school children is under a safe environment.
Young people have an important role to play in changing perspectives, driving positive changes in areas such as policy and accountability, and shifting mind-sets from focusing on disaster response to investing in disaster preparedness (UNISDR 2000). Davis (2010) said that, for the issues and risks which created over the past two centuries, the burden will drop on younger generation and they have to overcome the situation. When the resources for implementation is limited, young people may face difficulties even they start to take action. Resources, instruments and facilities needed to provide for youth generation to strengthen and extend support to youth as an effective partner in DRR for a better generation and future.