The researchers have discovered no comprehensive, systematic listing of DRR learning outcomes; there are simply subjectspecific lists and unit-specific lists.  An analysis of the lists reveals a heavy predominance of knowledge-based outcomes.  Skills-based learning outcomes do feature but they are often restricted to practical skills and do not respond to the community engagement and change agency ambitions of DRR.  The treatment of attitudinal and dispositional learning outcomes is, at best, tokenistic.  A comprehensive listing of generic DRR learning outcomes is included in the report.  The list is more than  a summation of the present ‘state of the art’ of DRR learning outcome development but rather seeks to ‘fill the gaps’  in an aspirational way.

The thirty case studies cover all UNICEF regions and represent all levels of development.  They reflect the wealth and variety of national initiatives to integrate DRR into school curricula.  There are twenty-five extended case studies with sub-sections on the following: curriculum development/integration; pedagogy; student assessment; learning outcomes/competencies; policy development, planning and implementation aspects.  There are five shorter, synoptic cases.