The importance of education in disaster risk reduction has been emphasized in several international agendas, frameworks, conferences, as well as UN programs. Chapter 36 of Agenda 21, on “Promoting Education, Public Awareness and Training” stated, “Education, including formal education,...

Among the above arguments, one of the most important issues is the rights-based approach. Disasters are often seen as humanitarian affairs, and DRR is usually not linked to the “rights” issues in a proactive way. However, linking the child-centered DRR to a rights-based approach is new...

Following the adoption of the Hyogo Framework for Action, various disaster educational materials (UN/ISDR, 2006) that are described as “tools,” taken in various forms such as in printed materials (booklets, leaflets, textbooks, handbooks/guidebooks, and posters) and nonprinted materials...

When discussing disaster education, the usual focus in more on the school or family or community education. Very little focus has been given so far to higher education. However, higher education (college and university) is the key to professional development in the subject. Higher education in...

Generally, family and community have a great deal of local experience and local knowledge of disaster. Disaster education for family and community is aimed at recognizing the characteristics of a disaster and the existing social situation for the purpose of acquiring general knowledge of...

It has been widely acknowledged that education takes on a pivotal role in reducing disasters and achieving human security in the attempt to achieve sustainable development. Previous experiences have shown positive effects of education in disaster risk management. Children who have been taught...