The report says that the Nepal experience highlights the question of whether primary textbook-driven curriculum development can meet the skills and dispositional learningoutcome ambitions of DRR Education.
To do this right, we would need good outcome measures that captured true individual student learning growth along a variety of dimensions, which would have to look quite different from our current assessment system.
As an outcome oriented programme, it is vital that the course content and prospective results are accessible and that learning progression is monitored and realistic.