Disaster Education Community Environment and Disaster Risk Management

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DISASTER EDUCATION


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COMMUNITY, ENVIRONMENT AND DISASTER RISK

MANAGEMENT VOLUME 7

DISASTER EDUCATION

EDITED BY

RAJIB SHAWGraduate School of Global Environmental Studies,Kyoto University, Kyoto, Japan

KOICHI SHIWAKUEarthquake Disaster Mitigation Research Center,

Kobe, Japan

YUKIKO TAKEUCHIGraduate School of Global Environmental Studies,

Kyoto University, Kyoto, Japan

United Kingdom North America JapanIndia Malaysia China


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Emerald Group Publishing LimitedHoward House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2011

Copyright r 2011 Emerald Group Publishing Limited

Reprints and permission serviceContact: [email protected]

No part of this book may be reproduced, stored in a retrieval system, transmitted in any

form or by any means electronic, mechanical, photocopying, recording or otherwisewithout either the prior written permission of the publisher or a licence permittingrestricted copying issued in the UK by The Copyright Licensing Agency and in the USAby The Copyright Clearance Center. No responsibility is accepted for the accuracy of information contained in the text, illustrations or advertisements. The opinionsexpressed in these chapters are not necessarily those of the Editor or the publisher.

British Library Cataloguing in Publication DataA catalogue record for this book is available from the British Library

ISBN: 978-0-85724-737-7

ISSN: 2040-7262 (Series)

Emerald Group PublishingLimited, Howard House,Environmental ManagementSystem has been certified byISOQAR to ISO 14001:2004standards

Awarded in recognition of

Emeralds productiondepartments adherence toquality systems and processeswhen preparing scholarlyjournals for print


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CONTENTS

List of Contributors vii

List of Editors ix

Brief Introduction to the Series xi

Brief Introduction to the Volume xiii

Preface xv

Chapter 1 Disaster Education: An IntroductionRajib Shaw, Yukiko Takeuchi, Qi Ru Gwee and Koichi Shiwaku

1

Chapter 2 Disaster Education Policy: Current and FutureQi Ru Gwee, Rajib Shaw and Yukiko Takeuchi 23

Chapter 3 Roles of School in Disaster Education

Koichi Shiwaku and Glenn Fernandez 45Chapter 4 Roles of Family and Community in DisasterEducation

Yukiko Takeuchi, Farah Mulyasari and Rajib Shaw 77

Chapter 5 Essentials of Higher Education in Disaster RiskReduction: Prospects and Challenges

Rajib Shaw, Fuad Mallick and Yukiko Takeuchi 95

Chapter 6 Innovative Approaches in Disaster EducationKoichi Shiwaku and Glenn Fernandez 115

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Chapter 7 Implementation Tools for Disaster EducationFarah Mulyasari, Yukiko Takeuchi and Rajib Shaw 137

Chapter 8 Tsunagaru : The Essence of Disaster EducationRajib Shaw, Yukiko Takeuchi and Koichi Shiwaku 153

CONTENTSvi


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LIST OF CONTRIBUTORS

Glenn Fernandez International Environment and DisasterManagement Laboratory, Graduate School of Global Environmental Studies, Kyoto

University, Kyoto, JapanQi Ru Gwee International Environment and Disaster

Management Laboratory, Graduate School of Global Environmental Studies, KyotoUniversity, Kyoto, Japan

Fuad Mallick Postgraduate Programs in Disaster Management,BRAC University, Dhaka, Bangladesh

Farah Mulyasari International Environment and DisasterManagement Laboratory, Graduate School of Global Environmental Studies, KyotoUniversity, Kyoto, Japan

Rajib Shaw International Environment and DisasterManagement Laboratory, Graduate School of Global Environmental Studies, KyotoUniversity, Kyoto, Japan

Koichi Shiwaku Earthquake Disaster Mitigation Research Center(EDM), National Research Institute for EarthScience and Disaster Prevention (NIED), Kobe,Japan

Yukiko Takeuchi International Environment and DisasterManagement Laboratory, Graduate School of Global Environmental Studies, KyotoUniversity, Kyoto, Japan

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LIST OF EDITORS

Rajib ShawGraduate School of Global Environmental Studies, Kyoto University, Kyoto,Japan

Koichi ShiwakuEarthquake Disaster Mitigation Research Center (EDM) National Research,Institute for Earth Science and Disaster Prevention (NIED), Kobe, Japan

Yukiko TakeuchiGraduate School of Global Environmental Studies, Kyoto University, Kyoto,Japan

EDITORS PROFILERajib Shaw is an Associate Professor in the Graduate School of GlobalEnvironmental Studies of Kyoto University, Japan. He worked closely withthe local communities, NGOs, governments and international organization,including United Nations, especially in the Asian countries. He is currentlythe Chair of the United Nations Asia Regional Task Force for UrbanRisk Reduction. His research interests are: community-based disaster riskmanagement, climate change adaptation, urban risk management, and

disaster and environmental education.Koichi Shiwaku is a Research Fellow of Earthquake Disaster Mitigation

Research Center (EDM), National Research Institute for Earth Scienceand Disaster Prevention (NIED), Japan. He worked closely with the localcommunity, school teachers and students, NGOs, governments, universities,and other related organizations. His main working elds are mainly Asiancountries including disaster-affected areas. His research interests arecommunity-based disaster management, disaster education, and capacitybuilding.

Yukiko Takeuchi is an Assistant Professor in the Graduate School of Global Environmental Studies of Kyoto University, Japan. She hasextensive experiences in risk communication and gender studies in the eld

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of disaster risk reduction. She has worked in several developing countries inthe Asian region. Working with the school children and local communities,she has developed different innovative tools for disaster education andcommunity-based risk communication. She has also written extensively indifferent journals and book chapters.

LIST OF EDITORSx


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BRIEF INTRODUCTION TO THE SERIES

COMMUNITY, ENVIRONMENT AND DISASTER

RISK MANAGEMENTThis series connects academic research to eld practice, strengthening thelinks between the environment, disaster, and community. The series willbe developed on eld evidences and community practices, and thus willprovide specic guides to professionals who are grounded in rigorousacademic analysis. The series has a specic focus on community-baseddisaster risk management, urban environmental management, humansecurity, water community, risk communication, climate change adaptation,

climate disaster resilience, and community-based practices.

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BRIEF INTRODUCTION TO THE VOLUME

Disaster education has its different dimensions, from school, family, tocommunity education. Education is a process that needs to be embeddedat different levels of management and practice to collectively reduce risk.While school education is the foundation of the knowledge cycle, foreffective knowledge use a link between school and community education isrequired. Education is linked to enhanced awareness, and a key reectionof education is seen in terms of actions. Disaster education is practiced indifferent countries in different forms, based on the local socioeconomic andcultural contexts. This book is an attempt to describe and demonstratedifferent aspects of disaster education in an easy-to-understand form withpractical eld experiences.

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PREFACE

Disaster education is a much-discussed topic in risk reduction literatures.Education itself is always welcomed, and there have been different frame-works and conventions on education, whether it is a right-based approachor a part of development perspective or an environmental issue. Disastereducation is considered as a crosscutting issue, which needs to be incorporatedin different existing educational frameworks. As obvious, disaster educationdeals with practical matters, and cannot be a stand-alone school or universitycurriculum. There needs to be a good balance between the curriculum, andextra-curriculum activities, and in-school, outside-school activities. Outside-school activities can be of different types, in family and in community.Therefore, the disaster education is considered to link the school, family, andeducation.

One of the most important aspects of disaster education is its process,approaches, and tools. The process and approaches need to be innovative, inmost cases student led, and tools need to link the theory to practice. Some of the tools are lecture or presentation oriented, but some tools are more linkedto observations or experiential learning. Educational governance or policyis an important issue which makes the key pillar of the sustainability in theeducational sector. The higher education is an important and crucial issue,which often gets less priority, but builds the core of the professionals andfuture generations in the respective eld. With these concepts and ideas,this book consists of eight chapters which addressed some of the aboveissues through illustrative examples. It is difcult to measure the impacts of education, since it is a long-term investment. A modest attempt is done tounderstand the impacts of some of the educational approaches and tools likeneighborhood watching.

Through our own education and research experiences, we strongly feltthe need of a consolidated compilation on disaster education, the currentliterature on which is rather scattered and diverse. This book is the modestattempt to do so. Disaster education is an evolving subject. New ideas,

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methods, and tools will be generated over time. We hope that this book willbe a good trigger to the future research in the subject. We will be delighted if the readers consider the book useful.

Rajib ShawKoichi Shiwaku

Yukiko Takeuchi(Editors )

xvi PREFACE


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CHAPTER 1DISASTER EDUCATION:AN INTRODUCTION

Rajib Shaw, Yukiko Takeuchi, Qi Ru Gwee andKoichi Shiwaku

ROLE OF EDUCATION IN DISASTER RISKREDUCTION

It has been widely acknowledged that education takes on a pivotal role in

reducing disasters and achieving human security in the attempt to achievesustainable development. Previous experiences have shown positive effects of education in disaster risk management. Children who have been taught aboutthe phenomenon of disasters and how to react to those situations have provedto be able to respond promptly and appropriately, thereby warning othersand protecting themselves during times of emergencies. One of the classicexamples illustrating the power of knowledge and education is the story of the10-year-old British schoolgirl, Tilly Smith, who warned the tourists to ee tosafety moments before the Indian Ocean tsunami engulfed the coast, saving

over 100 tourists lives in 2004. She had recognized the signs of anapproaching tsunami after learning about the phenomenon in her geographylessons at school, just weeks before visiting Thailand ( UN/ISDR, 2006a ).Although the United Kingdom is not a tsunami-prone country and theschoolgirl did not have any previous experiences, with the knowledgeacquired at school, she was able to save the lives of many.

Disaster EducationCommunity, Environment and Disaster Risk Management, Volume 7, 122Copyright r 2011 by Emerald Group Publishing LimitedAll rights of reproduction in any form reservedISSN: 2040-7262/doi: 10.1108/S2040-7262(2011)0000007007

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Here is another example of how knowledge, in this case, indigenousknowledge transferred from generations to generations, helped save the livesof thousands of people. During the same Indian Ocean tsunami, only sevenpeople were killed out of the total population of about 83,000 on theSimeulue Island, located off the coast of Sumatra that was only 100 kmaway from the epicenter of the massive earthquake that caused thecatastrophic event. The community had previously experienced a tsunami in1907, and, since that time, the knowledge of tsunamis had been transmittedfrom generation to generation through cultural practices such as songs and

poems. The simple knowledge if you feel the earth shake, then immediatelyget away from the seashore was embedded in lore and thereby saved manylives. This is a lesson of the power and simplicity of an experience learnedand preserved ( UN/ISDR, 2006b ). These are just one of the few examplesshowing how formal and informal education had helped raised theawareness among individuals, thereby saving their lives as well as othersin the community.

In this context, this chapter provides a basic introduction on disastereducation. The chapter is divided into three main parts: the rst part

provides a summary of formal, non-formal, and informal education. Thesecond part provides a literature review on the existing concepts of education, and the nal part provides the outline of the book.

FORMAL, NON-FORMAL, AND INFORMALEDUCATION

When talking about education, it can be broadly classied into three modes,namely formal, non-formal, and informal. The International StandardClassication of Education (ISCED) (1997) and the European Commission(EC) give the following denition of formal, non-formal, and informaleducation:

Formal education (or initial education or regular school and universityeducation): Education provided in the system of schools, colleges, univer-sities, and other formal educational institutions that normally constitutes acontinuous ladder of full-time education for children and young people,

generally beginning at age ve to seven and continuing up to 20 or 25 years of age. In some countries, the upper parts of this ladder are constituted byorganized programs of joint part-time employment and part-time participa-tion in the regular school and university system: such programs have come to

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be known as the dual system or equivalent terms in these countries(UNESCO, 1997 ). Typically provided by education or training institutions,with structured learning objectives, learning time, and learning support, itis intentional on the part of the learner and leads to certication (EC, no date).Non-formal education: Any organized and sustained educational activitiesthat do not correspond exactly to the above denition of formal education.Non-formal education may therefore take place both within and outsideeducational institutions, and cater to persons of all ages. Depending oncountry contexts, it may cover educational programs to impart adult

literacy, basic education for out-of-school children, life skills, work skills,and general culture. Non-formal education programs do not necessarilyfollow the ladder system, and may have differing duration ( UNESCO,1997 ). It is not provided by an education or training institution and typicallydoes not lead to certication. However, it is intentional on the part of thelearner and has structured objectives, times, and support (EC, no date).Informal education: Results from daily activities related to work, family life,or leisure. It is not structured and usually does not lead to certication. Inmost cases, it is unintentional on the part of the learner (EC, no date).

Table 1 provides a summary of the denitions of the three modes of education.

Coombs and Ahmed (1974) dened the three modes of education asfollows: formal education is institutionalized, chronologically graded andhierarchically structured educational system, spanning lover primary schooland the upper reaches of the university; non-formal education is anyorganized, systematic, educational activity carried on outside the frameworkof the formal system to provide selected types of learning to particular

subgroups in the population, adults as well as children, and informaleducation is the lifelong process by which every person acquires andaccumulates knowledge, skills, attitudes and insights from daily experiencesand exposure to the environment ( Norland, 2005 ).

The major difference between formal and non-formal education isthe inuence of the government on the sponsorship ( La Belle, 1981 ), whilethe major difference between non-formal and informal education is thedeliberate instructional and programmatic emphasis present in non-formaleducation but absent in informal education ( Norland, 2005 ). In practice,

formal, non-formal, and informal may exist simultaneously, sometimes inconcert with one another. For example, the school provides formal education,and at the same time fosters non-formal education through extra-curricularactivities. Throughout the different phases of an individuals lifetime, he or

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T a b l e 1

.

S u m m a r y o f t h e D e n i t i o n s o f F o r m a l , N o n - F o r m a l , a

n d I n f o r m a l E d u c a t i o n .

F o r m a l

N o n - f o r m a l

I n f o r m a l

I S C E D ( 1 9 9 7 )

L o c a t i o n

I n t h e s y s t e m o f s c h o o l s , c o l l e g e s ,

u n i v e r s i t i e s , a n d o t h e r f o r m a l

e d u c a t i o n a l i n s t i t u t i o n s

S t r u c t u r e

N o r m a l l y c o n s t i t u t e s a c o n t i n u o u s

l a d d e r o f f u l l - t i m e e d u c a t i o n

G e n e r a l l y f u l l - t i m

e e d u c a t i o n

C a t e r m a i n l y t o a g e d 5 2 5 y e a r s

M a y b e i n t h e f o r m o f o r g a n i z e d

p r o g r a m s o f j o i n t p a r t - t i m e

e m p l o y m e n t a n d

p a r t - t i m e

p a r t i c i p a t i o n i n t h e

r e g u l a r s c h o o l a n d u n i v e r s i t y s y s t e m

L o c a t i o n

I n a n y o r g a n i z e d a n d s u s t a i n e d

e d u c a t i o n a l a c t i v i t i e s , b

o t h w i t h i n a n d

o u t o f e d u c a t i o n a l i n s t i t u t i o n s

S t r u c t u r e

D o n o t n e c e s s a r i l y f o l l o w t h e l a d d e r

s y s t e m

M a y h a v e d i f f e r i n g d u r a t i o n

C a t e r t o a l l a g e s

E d u c a t i o n a l p r o g r a m m e s a r e c o u n t r y

a n d l o c a l - c o n t e x t b a s e d

E u r o p e a n

C o m m i s s i o n

L o c a t i o n

T y p i c a l l y p r o v i d e d b y e d u c a t i o n o r

t r a i n i n g i n s t i t u t i o n s

S t r u c t u r e

S t r u c t u r e d o b j e c t i v e s , t

i m e s a n d

s u p p o r t , a n d i n t e n t i o n a l o n t h e

p a r t o f t h e l e a r n e r

L e a d s t o c e r t i c a t i o n

L o c a t i o n

N o t p r o v i d e d b y e d u c a t i o n o r

t r a i n i n g i n s t i t u t i o n s

S t r u c t u r e

S t r u c t u r e d o b j e c t i v e s , t

i m e s a n d

s u p p o r t , a

n d i n t e n t i o n a l o n t h e

p a r t o f t h e l e a r n e r

T y p i c a l l y d o e s n o t l e a d t o c e r t i c a t i o n

L o c a t i o n

D a i l y a c t i v i t i e s , a

n y w h e r e

S t r u c t u r e

N o t s t r u c t u r e d

N o c e r t i c a t i o n

U n i n t e n t i o n a l o n t h e p a r t

o f t h e l e a r n e r

C o o m b s a n d A h m e d ,

( 1 9 7 4 ) ; N o r l a n d

( 2 0 0 5 )

S t r u c t u r e

I n s t i t u t i o n a l i z e d , c

h r o n o l o g i c a l l y

g r a d e d , a

n d h i e r a r c h i c a l l y s t r u c t u r e d

e d u c a t i o n a l s y s t e m , s

p a n n i n g f r o m

p r i m a r y s c h o o l t o t h e u n i v e r s i t y

S t r u c t u r e

A n y

o r g a n i z e d , s y s t e m a t i c

, e d u c a t i o n a l

a c t i v i t y o u t o f t h e f o r m a l s y s t e m ,

p r o v i d i n g s e l e c t e d t y p e s o f l e a r n i n g t o

p a r t i c u l a r s u b g r o u p s i n t h e p o p u l a t i o n

S t r u c t u r e

L i f e l o n g p r o c e s s ,

a c c u m u l a t e s f r o m d a i l y

e x p e r i e n c e s a n d e x p o s u r e t o

t h e e n v i r o n m e n t

I t s h o u l d b e n o t e d t h a t a l t h o u g h t h e r e a r e i n t e r n a t i o n a l d e n i t i o n s , t

h e r e m a y b e s l i g h t v a r i a t i o n s b a s e d o n

t h e c o u n t r y a n d c u l t u r a l c o n t e x t s .

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she comes into contact with these different modes of education. For example,most young children prior to school age are engaged primarily in the informalmode. Subsequently, as they enter school, they start to receive formaleducation, and there may be involvement of non-formal education in school(e.g., extra-curricular activities organized by school) and out of school (e.g.,television, community activities).

It should be noted that although there are international denitions, theremay be slight variations based on the country and cultural contexts.

Smyth (1996) pointed out that education should be treated as a sustained

learning experience for everyone throughout life. Childhood is perhaps theage that has the most important memories in a persons life and in which anindividuals personality takes form. Most adults retain and unconsciouslyuse information commencing from upbringing experiences in the earlierstages of their lives. Almost everything that children learn is provided indifferent ways by the outside world. It should be noted that children are veryemotional and sensitive about everything they learn and can easily beattracted or repelled by any topic. Thus, education should not be presentedto them with a sense of doom but rather by understanding the natural world

(Talero, 2004 ). Furthermore, children learn better when they focus on localissues. Local environments should be the basis for curricula with six-through nine-year-olds, and only after they are able to think in an analyticalmanner can they learn in a global way ( Sobel, 1995 ). In addition, educationprograms should be viewed in a continuous and progressive perspective. Astudy conducted during a four-week period in Costa Rica by Vaughan,Gack, Solorazano, and Ray (2003) revealed that if children are guided in aproper way, parents and other adults could also benet from them,suggesting the transfer of knowledge from children to parents in a way from

classroom to the community. From these examples, we can see the inuenceearly education has on an individual, and thus education should be acontinuous and progressive process. If well-guided, it could also betransferred from an individual to another.

Formal education certainly plays a major role; however, there are manyother channels through which learning takes place such as at home, with thefamily, within the community and peer groups, at the workplace andrecreation, public, and media. Modern communications have providedinformation for the growing public demand of related information. With

proper conduct, media can offer good communication tools that can be usedas educational aids to reduce the gap between scientic knowledge and civicawareness ( Talero, 2004 ). Production of community maps has been provento be a successful tool in developing a cost-effective yet efcient way to



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increase community awareness. In a publication by Denis Wood titledMemory, Love, Distortion, Power: What Is a Map , it was suggested thatwhat is communicated with maps reects ones relationship to the territoryone inhabits; thus maps can be produced in a participatory way wheremembers of the community (including children) contribute with theinformation and ideas, creating a sense of inclusion; this way, the mapbecomes an excellent tool both as an educational aid to enhance awarenessand as a public participation tool that helps unite the community ( Talero,2004 ). A study was conducted to examine the effectiveness of direct mail

video campaigns and was found to receive good acceptance by the public.The audio and visual character made it easier for video to deliverinformation and captivate audiences more readily as compared to printedmaterials ( Talero, 2004 ). These are just some examples of non-formaleducation that have been proven to help in the learning process.

The relative inuence of formal, non-formal, and informal educationvaries with time and circumstances, and different people respond to themdifferently. But they are all important. Formal, non-formal, and informaleducation should be partnered together, if possible, to achieve best results.

Hofstein and Rosenfeld (1996) argued that integration of informal learningexperiences within the formal school curriculum enriches the learningprocess. La Belle (1981) also suggested the contribution of non-formaleducation as a complement and supplement to formal education. Eshach(2007) explained that whereas schools have become increasingly anachro-nistic, museums have retained the potential to engage students, to teachthem, to stimulate their understanding, and most important, to help themassume responsibility for their own future learning. In Chapter 36 of Agenda 21, on Promoting Education, Public Awareness and Training, it

was stated that while basic education provides the underpinning for anyenvironment and development education, the latter need to be incorporatedas an essential part of learning ( UNEP, 1992 ). Both formal and non-formal education is indispensable to change peoples attitudes so that theyhave the capacity to assess and address their sustainable developmentconcerns, suggesting the synergetic effect resulting from the combination of the various types of education.

Non-formal education, such as museums visits, may have theircomplementary inuence on education. Interactive exhibits have been

designed to achieve effectiveness in terms of behavior and learning outcomesby engaging visitors in more interactions ( Lucas, 1999 ). However, Wymer(1991) suggested that although interactive exhibits may have the potential tospark interest in students, they should be handled carefully, or they may

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simply be gimmicks to attract crowds, providing little education. JohnDewey (18591952), one of the preeminent educational theorists, wroteExperience and Education , which addresses fundamental issues relating topractice of museum education, and believed that experience is the basisfor education. However, Dewey also warns that an enjoyable experiencecan lead to no particular learning or, worse, mis-educative experience(Anshacher, 1998 ). Furthermore, if teachers do not have explicit goals forthese non-formal activities, it would be difcult to connect the experience tothe classroom curriculum ( Eshach, 2007 ). Thus, prior to organizing extra-

curricular activities (i.e., non-formal education), teachers should rst beclear of the purpose and/or outcome and prepare students accordinglyto help them gain better understanding of the activity.

Informal education applies to situations in life that come aboutspontaneously, which could be from within the family, in the neighborhood,at school or workplace, etc. Solomon (2003) argued, no one would deny theinuence of home and families on the education of our children, and there islittle doubt that a large part of all earlysocial learning happens there. Resnick(1987) stated, popular wisdom holds that common sense outweighs school

learning for getting along in the world-that there exists a practical intelligence,different from school intelligence, that matters more in real life. Thesignicance of spontaneous informal education should not be overlooked.

Now that we have understood the three modes of education, their roleand complementary effects, the next section discusses the incorporation of disaster risk reduction into the various modes of education.

DISASTER EDUCATION

Disaster education, disaster risk education, and disaster preventioneducation are different expressions that essentially mean disaster riskreduction education. Since the International Decade of Natural DisasterReduction (IDNDR) in the 1990s, signicant public education effortsemerged in many nations, and various educational materials for schoolchildren and the general public have been produced. Public awarenessand education for disaster risk reduction are gaining importance and havebeen widely advocated. Smyth (1996) suggested that campaigns and

programs should be designed in a sustainable way to assist target groupswith the acquisition of knowledge, skills, and attitudes that are necessary tosolve actual and local issues. Public awareness in communities has beenwidely promoted as part of many national, regional, and international



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project and initiatives. Partnership efforts between different institutions, likegovernment and nongovernmental organizations, private businesses, oreducational entities, would be necessary.

The Hyogo Framework for Action (HFA) 20052015, priority for action 3,emphasizes the role of Knowledge and Education and highlights formaland non-formal education and awareness-raising as important componentsfor disaster risk reduction. Following the adoption of HFA, variouseducational materials in the form of booklets, handbooks, textbooks, posters,activities, games, and practices were developed ( UN/ISDR, 2006a ). Disaster

Reduction, Education and Youth was the UN World Disaster ReductionCampaign in 2000, and in 20062007, there was the UN/ISDR campaign onDisaster Risk Reduction Begins at School, both campaigns addressing theemphasis of integrating disaster risk reduction into education. In the 2006 2007 Disaster Risk Reduction Begins at School campaign, UN/ISDR notonly attempted to highlight the importance of integrating disaster riskreduction into formal education, but also emphasized the importanceof community participation in order to achieve sustainability within thecommunity ( UN/ISDR, 2006a ). Some of the lessons learnt from

the experiences include the following: (i) education is a process for effectivedisaster reduction; (ii) knowledge, perception, comprehension, and actionsare the four important steps; (iii) schools and formal education play animportant role in knowledge development; (iv) family-, community-, and self-education are important for comprehension of knowledge and implementa-tion of risk reduction actions; and (v) holistic education includes actions atlocal level, as well as its policy integration ( Shiwaku, 2009 ). Furthermore, thecampaign also promoted safe construction of school buildings ( UN/ISDR,2006a ). In addition to providing education, school buildings could also serve

as a temporary shelter for the community following disasters; thus, the safetyof buildings is important to ensure the safety of students as well ascontinuation of education following disasters.

Petal (2008) suggested that the goal of developing disaster-resilientcommunities is widely understood to depend heavily on the success of disaster risk reduction education. She further explained that the integrationof both formal and non-formal/informal education through school is oneway of ensuring that these messages reach every family and community sothat the learning can be sustained for future generations. Lidstone and

Nielsen (1999) also suggested that while formal disaster education wouldremain a systematic and structured learning that progresses over time, thereal-life context, reective learning, and situated-learning characteristics of non-formal/informal education are equally important.

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In terms of formal education, it is widely acknowledged that school playsan important role in raising awareness among students, teachers, andparents ( Shaw & Kobayashi, 2001 ). The importance of disaster education atschool is increasing because of the following reasons: ( i) children are one of the most vulnerable sections of the society during a disaster; (ii) theyrepresent the future; (iii) school serves as a communitys central location formeetings and group activities; and (iv) effects of education can betransferred to parents and community ( Shiwaku, 2009 ; UN/ISDR 2006a ).With this in view, the school is regarded to play a crucial role in raising

awareness among students, teachers, and parents as well as within the localcommunity. Petal (2008) suggested that in terms of formal education fordisaster risk reduction, formal curriculum integration may be introduced inthe form of elective course or modules into the current existing courses andsuggested several methods in achieve such integration.

While conventional education is largely dependent on classroom lectures,textbook lessons, and exercises, studies have shown that disaster education ismore successful through experience-based and action-oriented learning. Petal(2009) argued that the mission of Disaster Risk Reduction (DRR) education,

both for children and for adults, in all walks of life should serve to: ( i) conveyan understanding of the natural and environmental conditions and thehuman actions and inaction that lead to disaster, to stimulate changes inindividual and group behavior, and (ii) motivate advocacy and raiseexpectation of social policy to reduce these threats. It was further emphasizedthat disaster education should not be merely teaching natural hazards ororganizing campaigns for risk awareness but should be guiding peopletoward the discovery of their own solution and their own power. Indeed,early efforts in disaster education focused exclusively on hazards, teaching

about volcanoes, earthquakes, and oods that happened in other places, toother people, and in other times ( Lidstone & Nielsen, 1999 ). Lidstone (1996)mentioned that despite nding much to praise in the material available ondisaster risk reduction education, behavioral changes among the students isunlikely, and suggested that instead of the current emphasis on the physicalnature of potential disastrous events, schools should concentrate on thestudents involvement in the context of disasters and promote a geographicaleducation that encourages students to regard themselves living in a dynamicphysical environment. Sharma (2008) pointed out that while teaching-based

approaches are dependent on the content developed by academicians,learning approach is based on people nding out things from theenvironment or local sources; hence the learning approach catalyzes thelearning process that remains dependent on the local environment and



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encourages cross-learning through sharing of stories, facts, and culturalapproaches. The local sources and information, also known as indigenousknowledge, evolved over generations in the community are time tested in thelocal context, and thus are seen to be able to sustain for generations.

Ronan, Johnson, Daly, and Fairley (2001) carried out a survey of schoolchildren in New Zealand, and found that despite the fact that students whoreceived disaster education may have raised risk awareness, their ability todifferentiate andrespond appropriately to disaster was weak. Another study onschool disaster education in Nepal found that school disaster risk reduction

education, which is based on lectures, can raise risk perception, but cannotenable students to understand the importance of pre-disaster measures and totake actual action for disaster reduction ( Shiwaku, Shaw, Kandel, Shrestha, &Dixitn, 2007 .) Shiwaku et al. (2007) pointed out that community plays anessential role in promoting students actual actions for disaster risk reduction.Shaw, Shiwaku, Kobayashi, and Kobayashi (2004) carried out a comparativestudy of various modes of education on risk perception among school studentsin Japan. Results showed that while 70% of the students have been giveneducation on disaster, and up to 80% have an understanding of risk-related

issues, only30%40% actually practice any preparedness measures, suggestingthatmere education does not translate intodesired actions. Instead, communityand family level of education has more direct inuence on better disasterpreparedness. In the same study, it was indicated that school disaster riskreduction education, coupled with self, family, and community education, canhelp a student develop a culture of disaster preparedness in theircommunities, and it was suggested that disaster education should involvednon-formal activities that inuence actions rather than mere knowledge. PatonandJohnston (2001) encouragedcommunityandsocial psychological factors to

be included in disaster education so as to facilitate the relationship between riskperception and risk reduction behavior. Paton (2005) mentioned that disastereducation should be integrated with community development initiativesto increase resilience and facilitate self-help capacities so as to reducereliance on external response and recovery resources. Pandey and Okazaki(2005) emphasized the importance of educating the community by ensuringdissemination of best practices in disaster risk management at the communitylevel and formulation of integrated programs for sustainable development. Bydoing so, it can foster and sustain a capacity within the individual as well as the

community to adapt to the vicissitudes that may occur.Yoshida (2007) gave the example of a school setting and suggested thatthe activity town-watching be performed by the students and teachersin the school system. Town-watching, a participatory technique used incommunity or neighborhood planning in order for residents to recognize

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problems as a group and put forward solution together, has been extended todealing with disaster and safety related to physical issues such as safe orunsafe places and evacuation routes. Another example of a successful disastereducation program is the Earthquake Safety Education program in Iran. Theprogram includes integration of disaster education into the formal educationand performs non-formal education activities, at the same time, involvingstudents in the local context as well as engaging participation from thecommunity. Iran, being located near the faults, has high risks of seismichazards and has suffered several earthquakes resulting in severe economic

losses in the past. As such, the government has initiated the SchoolEarthquake Safety Initiative, School Safety Act, as well as the Earth-quake Safety Education in School ( International Institute of EarthquakeEngineering and Seismology [IIEES], 2000 ; International Institute of Earthquake Engineering and Seismology [IIEES], 2006 ). The EarthquakeSafety Education program is led by the Iranian Ministry of Education (MOE)in collaboration with the International Institute of Earthquake Engineeringand Seismology (IIEES) as well as other public and civic organizations.Disaster lessons are integrated within science, geography, literature, and

other curricula with preparedness and practice books designed for differentgrades and handbooks for teachers ( Petal, 2008 ). Safety drills are one of themost commonly performed activities. Every year, the IIEES, IranianMinistry of Education, National Committee for Natural Disaster Reduction,Iranian Red Crescent Society, Iran National Television and Radio, and otherrelated national organizations organize these drills to prepare students andstaff for appropriate and rapid responses during earthquakes. There is also abroadcast of an Earthquake safety alarm on national and local radio.Furthermore, a School Earthquake Safety Council involving parents and

teachers voluntarily serves as a form of disaster risk reduction andpreparedness effort at the individual and school levels ( Petal, 2008 ).In addition to education in preparing the students in the event of a

disaster, education in emergencies and reconstruction is equally important.Tens of millions of children are deprived of education in countries aroundthe world hit by conict or natural disaster. In 2000, the World EducationForum, held in Dakar, pledged to meet the needs of education systemsaffected by conict, natural calamities and instability and countries towork toward the objective of Education for All, and a session on

Education in situations of emergency and crisis was conducted ( Sinclair,2002 ). Sinclair suggests that emergency education should use a community-based participatory approach, with emphasis on capacity building, teacherstraining, and developing curriculum that enriches life skills and supportslong-term development of individual as well as the society ( Tables 2 and 3 ).



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T a b l e 2

.

S u m m a r y o f t h e F i n d i n g s f r o m L i t e r a t u r e R e v i e w o n F o r m a l , N

o n - F o r m a l , a

n d I n f o r m a l

E d u c a t i o n .

C i t a t i o n

A p p r o a c h e s a n d / o r P r o c e s s

T o o l s

F i n d i n g s f r o m t h e a c t i v i t y

V a u g h a n e t a l .

( 2 0 0 3 ) , p

. 1 2

4 - w e e k p r o g r a m , t

e a c h e r - g u i d e d , 3 r d - 4 t h g r a d e

S t u d e n t s r e q u e s t e d t o r e a d 2 3 c o l o r i n g b o o k s

w i t h t h e i r p a r e n t s a n d c o l o r t h e m . B

o t h

s t u d e n t s a n d p a r e n t s t o s i g n u p o n c o m p l e t i o n

P a r t i c i p a n t s t o t a k e p r e - a n d p o s t - t e s t

C o l o r i n g b o o k

L e s s o n s

( 2 h / w e e k )

C o n t i n u o u s , p

r o g r e s s i v e i n u e n c e

o f e a r l y e d u c a t i o n o n i n d i v i d u a l

w a s s e e n

T r a n s f e r o f k n o w l e d g e f r o m

c h i l d r e n ( c l a s s r o o m ) t o p a r e n t s

( c o m m u n i t y ) w a s p o s s i b l e

.

T a l e r o ( 2 0 0 4 ) ,

p . 1 3

C r e a t i n g c o m m u n i t y m a p

V i d e o d e l i v e r e d t h r o u g h t h e m a i l

M a p

M a i l v i d e o

C r e a t i n g m a p s m a y a c t a s p u b l i c

p a r t i c i p a t i o n t o o l , e

n h a n c e

a w a r e n e s s a n d u n i t e c o m m u n i t y .

V i d e o v i a m a i l c a p t i v a t e s a u d i e n c e s

m o r e r e a d i l y

H o f s t e i n e t

a l .

( 1 9 9 6 ) , p

. 1 3

R e s e a r c h l i t e r a t u r e o n v a r i o u s i n f o r m a l

a c t i v i t i e s s u c h a s m u s e u m v i s i t s , e l d t r i p s ,

c o m m u n i t y - b a s e d p r o g r a m s

L i t e r a t u r e r e v i e w

I n t e g r a t i o n o f i n f o r m a l a n d f o r m a l

c o u l d e n h a n c e l e a r n i n g i n t e r e s t

L a B e l l e ( 1 9 8 1 )

,

p . 1 3

R e s e a r c h l i t e r a t u r e o n v a r i o u s p r i v a t e a n d

p u b l i c

, p r o t a n d n o n p r o t p r o g r a m s i n t h e

U n i t e d S t a t e s


N o n - f o r m a l e d u c a t i o n m a y b e t h e

u s e d a s t h e d o m i n a n t e d u c a t i o n a l

m o d e i n a m o n g t h e p o o r

S t r u c t u r e d a n d s y s t e m a t i c

c h a r a c t e r i s t i c s o f n o n - f o r m a l

e d u c a t i o n c o m p l e m e n t s w i t h

f o r m a l e d u c a t i o n .

RAJIB SHAW ET AL.12


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L u c a s ( 1 9 9 9 )

,

p . 1 4

S t u d y o n c l a s s v i s i t t o s c i e n c e c e n t e r

P r e - v i s i t ( 3 w e e k s a n d a w e e k b e f o r e t h e v i s i t )

a n d p o s t - v

i s i t i n t e r v i e w c o n d u c t e d w i t h t h e

t e a c h e r - i n - c

h a r g e a n d t h e s t u d e n t s .

O b s e r v a t i o n s d u r i n g t h e v i s i t r e c o r d e d .

F i e l d v i s i t

T e a c h e r - i n - c

h a r g e t r i e d t o e s t a b l i s h

e f f e c t i v e b r i d g e b e t w e e n t h e f o r m a l

a n d n o n - f o r m a l e d u c a t i o n b y

d i s p l a y i n g p o s t e r s a n d e x h i b i t s

m a d e b y s t u d e n t s p r i o r t o v i s i t

S t u d e n t s f o u n d e x h i b i t s i n t e r e s t i n g

A n s h a c h e r ( 1 9 9 8 )

,

p . 1 4

L i t e r a t u r e r e v i e w o n J o h n D e w e y s E x p e r i e n c e

a n d E d u c a t i o n : L e s s o n s f o r M u s e u m s


A l l g e n u i n e e d u c a t i o n c o m e s

a b o u t t h r o u g h e x p e r i e n c e b u t i t

d o e s n o t m e a n t h a t a l l e x p e r i e n c e s

a r e e q u a l l y e d u c a t i v e

A n e n j o y a b l e e x p e r i e n c e c a n l e a d

t o

n o p a r t i c u l a r l e a r n i n g o r , w

o r s e

m i s - e d u c a t i v e e x p e r i e n c e

S o l o m o n ( 2 0 0 3 )

,

p . 1 4

S t u d y o n a B r i t i s h p r o j e c t

S c h o o l - H o m e

I n v e s t i g a t i o n s i n

P r i m a r y S c i e n c e ( S H I P S )

P r o j e c t

Q u e s t i o n n a i r e s s u r v e y a n d i n t e r v i e w c o n d u c t e d


P a r e n t s w e r e w i l l i n g t o p a r t i c i p a t e

i n t h e a c t i v i t i e s

C h i l d r e n s p o k e m o r e a t h o m e ,

r e i n f o r c i n g b o n d i n g a t h o m e

R o n a n e t a l . ( 2 0 0 1 )

,

p . 1 7

S u r v e y t o a s s e s s

c h i l d r e n s l e v e l o f a w a r e n e s s ,

r i s k p e r c e p t i o n s , f

a c t u a l k n o w l e d g e , p h y s i c a l

p r e p a r e d n e s s , a

n d p s y c h o l o g i c a l i s s u e s r e l a t e d

t o h a z a r d s . C h i l d r e n s p r i o r e x p o s u r e t o ( a )

s p e c i c h a z a r d s a n d ( b ) e d u c a t i o n a l p r o g r a m s

d e s i g n e d t o i n c r e a s e a w a r e n e s s , k n o w l e d g e ,

a n d p r e p a r e d n e s s w a s a s s e s s e d a s w e l l

H a z a r d l e s s o n s i n

s c h o o l

H a z a r d s - e

d u c a t e d c h i l d r e n h a d

g r e a t e r a w a r e n e s s o f t h e m o s t

a p p r o p r i a t e h a z a r d - r e l a t e d

p r o t e c t i v e b e h a v i o r s

H o w e v e r , s

o m e b e h a v i o r s w e r e

f o u n d t o b e i n c o r r e c t o r n o t

e n d o r s e d i n t h e s c h o o l e d u c a t i o n

.

E d u c a t e d c h i l d r e n s h o w e d a

g e n e r a l i n a b i l i t y t o d i f f e r e n t i a t e

w h e n i t c o m e s t o s o m e s e c o n d a r y

r e s p o n s e b e h a v i o r s



31/179

T a b l e 2

. ( C o n t i n u e

d )

C i t a t i o n

A p p r o a c h e s a n d / o r P r o c e s s

T o o l s

F i n d i n g s f r o m t h e a c t i v i t y

S h i w a k u e t a l .

( 2 0 0 7 )

, p . 1

7

A p p l i e d R o h r m a n s a w a r e n e s s c o n s i s t i n g o f

t h r e e l e v e l s : ( i ) r i s k - a p p r a i s a l , ( i i ) d e c i s i o n f o r

p r e v e n t i o n a c t i o n , a n d ( i i i ) r i s k - r e d u c i n g

b e h a v i o r

S c h o o l

E a r t h q u a k e

S a f e t y P r o g r a m

C o m m u n i t y p l a y s a n e s s e n t i a l r o l e

f o r p r o m o t i n g s t u d e n t s a c t u a l

a c t i o n s f o r d i s a s t e r r i s k r e d u c t i o n

S h a w e t a l . ( 2 0 0 4 )

,

p . 1 7

C o m p a r a t i v e s t u d y o n v a r i o u s m o d e s o f

e d u c a t i o n o n r i s k p e r c e p t i o n s c h o o l , f

a m i l y ,

c o m m u n i t y

, a n d

s e l f .

H a z a r d l e s s o n s

V o l u n t a r y

a c t i v i t i e s

N e w s p a p e r , T

V

M a j o r i t y o f s t u d e n t s ( 8 0 5 ) a c q u i r e d

u n d e r s t a n d i n g t o r i s k s b u t o n l y 3 0 -

4 0 % p u t t h e k n o w l e d g e i n t o

p r a c t i c e

C o m m u n i t y a n d f a m i l y e d u c a t i o n

h a s m o r e d i r e c t i n u e n c e o n

d i s a s t e r p r e p a r e d n e s s

Y o s h i d a ( 2 0 0 7 )

,

p . 1 8

T o w n - w a t c h i n g a c t i v i t y o r g a n i z e d b y s c h o o l

w i t h p a r t i c i p a t i o n f r o m p a r e n t s a n d

c o m m u n i t y m e m

b e r s

T o w n - w a t c h i n g

S t u d e n t s g a i n e d m o r e

u n d e r s t a n d i n g o f n a t u r a l h a z a r d s

a n d l o c a l e n v i r o n m e n t

I I E E S ( 2 0 0 0 a n d

2 0 0 6 ) , p p

. 1 9 , 2 0

I r a n G o v e r n m e n t - E a r t h q u a k e S a f e t y

E d u c a t i o n I n i t i a t i v e , S c h o o l S a f e t y A c t a n d

E a r t h q u a k e S a f e t y E d u c a t i o n i n S c h o o l

p r o g r a m

C o l l a b o r a t i o n b e t w e e n M i n i s t r y o f E d u c a t i o n

w i t h I I E E S a s w e l l a s p u b l i c a n d c i v i c

o r g a n i z a t i o n s

D i s a s t e r l e s s o n s i n t e g r a t e d i n t o c u r r i c u l a

A c t i v i t i e s , l

o c a l r a d i o b r o a d c a s t

t e x t b o o k s ,

t e a c h e r s

g u i d e b o o k s

E d u c a t i o n a l

m a t e r i a l s , p o s t e r s

S a f e t y d r i l l s

I n t e g r a t e d , h

o l i s t i c a p p r o a c h w h i c h

i n c l u d e s l e g i s l a t i v e b a s i s ( S c h o o l

S a f e t y A c t ) , g o v e r n m e n t s

c o m m i t m e n t , m u l t i - s t a k e h o l d e r

i n v o l v e m e n t , f o r m a l a n d n o n -

f o r m a l e d u c a t i o n i n t e g r a t i o n ,

c o m m u n i t y p a r t i c i p a t i o n .

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UNESCO denes educational emergency as a crisis situation created byconicts or disasters that have destabilized, disorganized, or destroyed theeducation system and that require an integrated process of crisis andpostcrisis support, recognize the importance of ensuring educationcontinuity following disasters, and take the lead in promoting educationas part of emergency response and for long-term recovery ( UNESCO, 2008 ).Education can save and sustain lives, offer physical and psychosocialprotection, and at the same time, give people hope for the future and serve

as a channel that promotes safety and well-being. It is much cheaper toprevent. Had a fraction of the hundreds of millions of dollars raised torebuild Haiti been invested in advance for earthquake-safe infrastructure,and in educating communities in disaster preparedness and response it

Table 3. Summary of the Suggestions from Literature Review onFormal, Non-Formal and Informal Education.

Citation Suggestions

Petal (2008), p. 17 Integration of formal and non-formal/informal through schoolaids ensuring disaster education messages to reach every familyand community.Integration may be achieved by (i) curriculum integration, (ii)extracurricular integration, (iii) curriculum infusion, and (iv)stand-alone course

Lidstone (1996) andLidstone et al.(1999), p. 15

Instead of emphasis on the physical nature of disasters, disastereducation should concentrate on the students involvement in thecontext of disastersWhile formal disaster education remains as systematic andstructured learning, real-life context, reective learning, andsituated-learning characteristics of non-formal/informal educationare equally important

Paton et al. (2001),p. 17

Community and social psychological factors to be included indisaster education to facilitate the relationship between riskperception and risk reduction behavior

Paton (2005), p. 17 Disaster education should be integrated with communitydevelopment initiatives to increase resilience and enhance self-helpcapacities

Pandey et al. (2005),p. 17

Educate the community through dissemination of best practices indisaster risk reduction and formulation of integrated programs soas to foster and sustain capacity within the individual and thecommunity, thereby enhancing the resilience of the community



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would have prepared the people and saved them from the event ( UNESCO,2010a ). The UNESCO International Institute for Education Planning(IIEP) addresses the three core aspects to education in emergencies, whichinclude the following (i) preparing the planning for emergency aneducation sector diagnosis is necessary to examine the risk and vulner-abilities of the education system to both human and manmade disasters,which in turn help in developing budgeting for contingency planning andcapacity strengthening within the education system; (ii) responding to anemergency including rapid assessment of education needs, coordination of

education actors, and capacity gap analysis for reconstruction; and (iii)continuing education during and after an emergency depending on thecontext, especially strategies in ensuring continued provision of education,e.g., temporary learning spaces as well as advocacy to donors, agencies, andprivate sectors on funding education ( UNESCO, 2010a ). In an effort topromote the education in emergencies, the Guidebook for PlanningEducation in Emergencies and Reconstruction was developed by IIEP,primarily targeting the staff of ministries of education, national, provincial,and district-level planners and managers, in disaster-affected areas. The

guidebook consists of ve sections, namely: (i) general overview, (ii) accessand inclusion, (iii) teachers and learners, (iv) curriculum and learning, and(v) management capacity. It provides a comprehensive coverage of areasrelated to education in emergencies and reconstruction ( UNESCO, 2010b ).For example, in section 2 (access and inclusion) of the guidebook, it hasbeen suggested that non-formal education, e.g., radio programs andtemporary classes, could be used for providing emergency education dueto the accessibility to resources. However, it also reminds the user of theguidebook the importance of education to be focused on the needs and

concerns of the learners at all times.In addition to education in preparing the students in the event of adisaster, education in emergencies and reconstruction is equally important.Tens of millions of children are deprived of education in countries aroundthe world hit by conict or natural disaster. In 2000, the World EducationForum, held in Dakar, pledged to meet the needs of education systemsaffected by conict, natural calamities and instability and countries towork toward the objective of Education for All, and a session onEducation in situations of emergency and crisis was conducted ( Sinclair,

2002 ). Sinclair suggests that emergency education should use a community-based participatory approach, with emphasis on capacity building, teacherstraining, and developing curriculum that enriches life skills and supportslong-term development of individual as well as the society.

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The HFA highlights the importance of Knowledge and Education, andduring the 12th UN/ISDR Inter-Agency Task Force on Disaster ReductionMeeting (IATF/DR), it was agreed that a cluster approach would bestcombine IATF/DR and partners efforts and achievements on the issue,which consists of different UN agencies and international NGOs. The clusteraims to strengthen the network, create new partnerships, identify gaps, andfocus on areas so as to achieve HFA goals though knowledge and education(UN/ISDR, 2005 ). Apart from UN agencies, a self-organizing, voluntaryinitiative known as the Coalition for Global School Safety and Disaster

Prevention Education (COGSS), initiated since 2008 , supports the wide-spread commitment for the implementation of the HFA priority for action 3,and engages in workgroups and ad hoc committees to advance sharedobjectives for safe schools and disaster education ( COGSS, 2008 ). Thecoalition consists of individuals from organizations, coalitions, committees,task forces, national and local governments, public, civic and private sectororganizations, agencies, departments or divisions, as well as practitioners,and provides information-sharing, coordination, guidance, expertise, leader-ship, advocacy, program development, policy analysis, and research to

promote disaster education and safe schools (COGSS, 2008). The four mainfocus areas of the coalition are as follows: (i) disaster-resistant schoolinfrastructure, (ii) disaster education in schools through formal curricula,(iii) disaster prevention education: extra-curricular and community-based,and (iv) school-based disaster management (COGSS, 2008).

Chapter 36 of Agenda 21 stated that Education is critical for promotingsustainable development and in providing the capacity of the people toaddress environmental and development issues, which was highlighted atthe World Summit on Sustainable Development (WSSD, 2002) . Undoubt-

edly, as discussed in this section, education plays a signicant role inenhancing disaster risk reduction knowledge and awareness and at the sametime promotes sustainable development. Education can be formal, non-formal, and/or informal, and examples of each mode have been discussed.Although school education may provide the individual disaster knowledge,it alone is insufcient to either raise preparedness or motivate the individualto take actions on disaster risk reduction activities. Education is vital, as isthe sharing of experience within and among the communities ( UN/ISDR,2007 ). In addition to classroom lecture, supplementation of non-formal,

experience-based, and action-oriented learning activities, with the incor-poration of indigenous knowledge and community participation, is seen toenhance the awareness and preparedness within individuals as well as thecommunity, and is widely advocated in disaster risk reduction education.



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Furthermore, consideration and planning of disaster education should notbe limited to education on normal days but should also include educationduring emergency times. Last but not least, regular monitoring andevaluation is essential.

ABOUT THIS BOOK

This book has eight chapters. The rst chapter by Shaw Takeuchi Gwee and

Shiwaku is the introduction, which provides an overview of the practicesand ideas of disaster education. The second chapter by Gwee, Shaw, andTakeuchi focuses on the educational policy and its perspective. In very fewcountries, there is a specic disaster education policy, although the nationaland international frameworks provide opportunities and ways to developrespective policies at the national and local government levels. Analyzing theavailable policies, the chapter provides an insight into the E-HFA(Education in Hyogo Framework for Action) as a governance and policyframework for disaster education. The third chapter by Shiwaku and

Fernandez provides direction of school disaster education. Citing theexample of Maiko High School of Japan, school curriculum analysis of Nepal, and youth participation in the Philippines, the chapter shows theimportance of a balanced approach of curriculum and extra-curriculumeducation, and the activities in the school as well as outside the school. Thefourth chapter by Takeuchi Mulyasari and Shaw provides examples of family and community education. The chapter categorizes the family andcommunity based on rural and urban lifestyles, and points out that eachtype of family or community has its unique way of disaster education. The

chapter gives examples from Japan, India, and Indonesia and providesthe generic ways of family and community education by summarizing thecommonalities and differences among the examples. The fth chapter byShaw, Mallick, and Takeuchi analyzes the high education prospects fordisaster risk reduction. Drawing lessons from the sustainable developmenteducation, the chapter provides specic examples of networks of disastereducation and climate change education. The chapter emphasizes theimportance of led-based research and interdisciplinary education process.The sixth chapter by Shiwaku and Fernandez provides innovative

approaches of disaster education. Involvement with the local communities,school, and education department in Japan, participatory involvement of the local NGOs, communities, schools, and local governments in Nepaland school-based disaster education in Indonesia are some of the key

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approaches of disaster education. Neighborhood watching is considered asan important approach to involve the students with the local communities.The seventh chapter by Mulyasari, Takeuchi, and Shaw provides differentexamples of tools for disaster education. Some of the tools are by lectures,some through experiential learning, and some through presentations. Thechapter lists different disaster education tools for the curriculum and non-curriculum activities. Finally, the eighth chapter provides an analysis of thefuture direction of disaster education. By introducing the Japanese wordTsunagaru, meaning linking, the chapter emphasizes that the disaster

education is all about linking different elements, from school to community,different disciplines, different stakeholders, human and environment, andtime. Thus, the book provides different dimensions and ideas of disastereducation and provides future directions.

ACKNOWLEDGMENTS

The authors acknowledge the support and discussion among the authorsand other people in the International Environment and Disaster Manage-ment Laboratory in Kyoto University, which is highly acknowledged.

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