POLICY BRIEF
No. 9, October 2019

Higher Education Institution Network in Disaster
Resilience – A Critical Game Changer in Asia
Indrajit Pala*, Rajib Shawb, Takashi Odac, Sangam Shresthad, Munirah Ghazalie, Tomonori Ichinosef,
Mohammad Zohir Ahmad Shaarie, Nooraida Yakobe

a Disaster Preparedness, Mitigation and Management, Asian Institute of Technology, THAILANDb Graduate School of Media and Governance, Keio University, JAPANc Center for Disaster Education & Future Design, Miyagi University of Education, JAPANd Water Engineering and Management, Asian Institute of Technology, THAILAND
e Regional Centre of Expertise, Universiti Sains Malaysia, MALAYSIAf Research Institution for Capacity Development of Education, Miyagi University of Education, JAPAN*Corresponding author: indrajit-pal@ait.ac.th

Executive Summary
A well-updated education will help the country as well as the region to have successful learners and wellinformed citizens who can build resilience in society. Quality education not only helps to bring economic
prosperity in the region, but it also improves individual as well as the institutional caption on climate change
mitigation, adaptation and impact reduction. Education is central to reorient efforts towards a new path fordevelopment with sustainability. It is also possible to achieve other SDG goals to its fullest extent througheducation. Education can also be a roadmap to support the implementation of the Sendai Framework for
Disaster Risk Reduction 2015–2030. It is also necessary to develop new products services as well as
promote further development and dissemination of Standard practices and operational guidance to1enhance disaster preparedness. Policy introduction and implementation at various levels throughmultidisciplinary educational curriculum and incorporation of disaster risk knowledge in formal andnonformal education can strengthen the capacity at all level (regional, National and local) to understanddisaster risk and also help for effective risk communications. Multi-institution engagements andmultidisciplinary and transdisciplinary approach will not only enhance Global partnership, but it will also
help to mobilize shared knowledge, technology and financial resources towards sustainable Development
Goal.

Introduction
Global DRR community has always put education as top priorities as articulated from the Yokohama
strategy 1994, and continued so on. It was reported in the 2013 Global Assessment report that 72% of thereporting countries had been integrated disaster education within their national education curriculum(Ronan, 2014). Various science policy negotiations and multilateral dialogues also recognized the role ofspecialized disaster education and the need for its integration into a higher education curriculum (Chatterjee
et al. 2015). For decades Higher Education Institution (HEIs) has played a vital role in fostering scientificand technological advancement which has supported disaster risk reduction and management at various
spatial-temporal scale. Progress in science and technology innovation has always helped to establish andimplement major initiatives in DRR. Various science policy negotiations and multilateral dialogues
recognized the role of specialized disaster education and the need for its integration into the higher
education curriculum. Many of the earlier frameworks such as the Hyogo framework for action 2005 -2015
recognizes the importance of science and technology the role of higher education in disaster risk reduction.
The more recent Sendai Framework for DRR (SFDRR 2015–2030) also recognized the need to integrate
education, science, and technology as an available mechanism to facilities priority actions. Education canalso be a roadmap to support the implementation of the Sendai Framework for Disaster Risk Reduction
2015–2030 by developing new products services as well as promote further development anddissemination of Standard practices and operational guidance to enhance disaster preparedness. A strong
specialized educational curriculum and incorporation of disaster risk knowledge at all levels of education
can strengthen the capacity at national and sub-national level stakeholders to understand disaster risk andalso help for effective risk communications and decision making. Training and education can also help toenhance good practices and cooperation between academician, scientist helps strengthen the governance(Pal and Shaw, 2018) by implementing well-informed policies. The aim of this policy brief is to advocate
disaster education and sustainable development curriculum in HEIs, academician’s participation incommunity outreach and promote multidisciplinary approach to offer joint curriculum with national andinternational collaboration.

Challenges in Multidisciplinary DRR & Sustainability Education
The global framework for disaster risk reduction and sustainable development goals also indicates theimportance of capacity development, education and regional synergy for natural disaster resilience andsustainable development. Higher Education Institutions (HEIs) can potentially play an important role in
imparting the sustainability education paradigm upon society and in integrating the notion into educational
programs and systems. Building academic alliances for promoting the sustainability paradigm inpostgraduate education and research will certainly enhance the regional and Global Disaster Risk
Reduction and Sustainable Development efforts. A number of literatures demonstrate the need for national2policy and development of local and regional initiatives along with external collaborators, which can
influence profound changes in higher education curricula.
It is very much imperative to understand the responsibility of HEIs to assess the current dynamics of thelabor market and continued effort to upgrade their educational curriculum to reduce the mismatch between
what they deliver and the technical and intellectual ability required in the market. Adapting Lifelong Student(Thayaparan et al, 2014) approach can be very helpful for the HEIs to set a continuum momentum forproviding well-informed disaster-related education to achieving resilience as well as a response to the labormarket. However, the complex nature of the environment and uncertainties provides a unique challenge
and required a multidisciplinary approach to integrate formal education in disaster with other branches of
Natural and fundamental science as well as vocational training. Science and Technology interaction with
DRR education and some extent science policy implementation. Integration of technology such as early
warning system or various construction techniques that improve resilience have been greatly beneficial interms or reducing disaster risk.
The charter developed by CRE (1995) first pointed out the need of including sustainable development inuniversity education to foster environmentally aware attitudes, skills, and behaviour in decisionmaker andteachers as well as it urges appropriate action and commitment to upholding the principal and practice ofenvironment protection and promotion environmental ethics among all level of university students andemployees. It also urges to promote interdisciplinary knowledge dissemination, communication andtechnology transfer for a successful reformation of education that upholds sustainability principals. Brunton(2006) points out the need for reorientation of education to promote sustainable principal at the same time
McKewowen (2002) argues about the reorientation process should not increase the amount of curriculum(Alabaster & Blair, 1996).
One of the biggest challenges in DRR and Sustainability education is the attitude towards higher education
as well as and lack of disaster prevention courses in the formal educational curriculum (Chen CY& Lee
WC, 2012). The other challenges are lack of professional training for educators, whereas suitable teachers
training in this fast-changing multidisciplinary technical domain is an absolutely critical component foreffective DRR & Sustainability education (Rayan et al, 2010). Some other barriers mentioned by many
researchers in universities such as insufficient flexibility of classes and courses, language and psychosocial
barriers, economic factors, and rigid university regulations (Gilbert, 2005).

DRSD Education Network in Asia
The Asian region is recognized as critically important for global sustainability because of its rapid anduneven growth and high vulnerability resulting from the potentially dramatic environmental degradation,social disparities, human rights violations and most importantly geo-climatic adversity. Hazards anddisasters have been increasingly recognized as not only external events interfering with humanity but as
outcomes emerging from interactions between people and their environment. The project titled “Disaster
Resilience and Sustainable Development Education Network in Asia” with the support of ProSPER.Net,
UNU-IAS, Japan established a working group comprising experts from the leading university in the Asia
Pacific region. This interesting pioneering project spearheaded by the Asain Institute of Technology,
Thailand along with the three partner universities (eg., Keio University, Japan; Miyagi University of
Education, Japan; and Universiti Sains Malaysia, Malaysia). The focus of the working group is to establish
a nexus to understand the current state of higher education linked to sustainable development and disaster
resilience as well as identifying gaps in the current curriculum to build resilience in educational institutions
and society. The robust regional network with the collective capacity could be catalytic to lead the3multidisciplinary initiatives on sustainable development for the region will help to address the integration of
the Natural and Social Science towards DRR and Sustainable development. Multidisciplinary, cross-culturaland diverse socio-economic background of the members of the Working group on Higher Education
Institute on Disaster Resilience and Sustainable Development (HEI-DRSD) under this project brings uniqueexpertise to build capacity among partners and stimulate long-term regional engagement. The uniqueamalgamation of disaster resilience and sustainable development educators in the Asian region is a vitalneed to develop cross-cutting education systems, particularly in a vulnerable region. The HEI-DRSD also
undertake collaborative curriculum assessment on Disaster Resilience and Sustainable Development
particularly beneficial for the Asian region.
Extensive survey at the institution and individual level administered by the AIT team was performed during
the month of December 2018- March 2019 reflects the responsibility and commitment of the working groupmembers supporting the initiative to further advancing the role of HEIs in disaster management. Following
are the excerpt of the qualitative and quantitative assessment of the institutes and individual linked with the
DRR and Sustainability related higher education.

Qualitative Findingsa) HEI needs to strengthen sustainable development education to reduce community risk in a disasterand expedite to achieve SDGs.
b) Working group members recognize the special need and responsibility of the HEIs required in Asia
Pacific region to move forward the global sustainability initiatives as well as develop all kinds ofcommunity learners, critical thinkers and professional to support local sustainability challenges.
c) The members have recognized the unavailability of short term and professional courses in the HEIs
educational framework which limits the opportunity of interdisciplinary research and collaboration withanother natural science discipline. Limited chance of informal education and vocational training in local
language also hinders the chances of effective community outreach and greater awareness.
d) Supporting the implementation of other SDG goals on HEIs curriculum has been identifying as a key
mechanism to accelerate progress.
e) The members also identified the lack of national and International funding support in promoting
education related to DDR and SDGs.
f) Supporting higher education initiatives and promoting science learning by scaling up mainstream
innovation, fostering industry and stakeholders at all levels of government can ensure steady progressin building regional resilience.
g) Disaster Economics & Risk Insurance & Business Risk Management, Business Continuity/CSR, policy
and practices should be the priority action area for bridging the gap in transforming learning experience
into creating capacity and a conducive environment, as very few HIEs curriculum support similarcourses.
h) Higher education curricula should consider the complex socio-economic diversity along with thesensitivity of the sub-regions in different disaster events and their magnitude.

Discussions and Policy Recommendations
It has been observed that the Asian region made considerable progress incorporating sustainability inhigher education (Ryan, Tilbury, Corcoran, Abe, and Nomura, 2010) and offers many creative initiatives tounderstand the learning dimension of sustainability. Large scale and systemic integration of disaster risk
management and sustainable development courses in the curriculum with continuity to promote4environmental education into university teaching and practices is the need of the hour (Brunton, 2006). The
complexity of the sustainable development studies and curriculum need cross-cutting skills along withspecific domain knowledge, communication, and social skills to tackle the challenges associated withsustainable science (Fortuin and Bush, 2010). The study also suggested the incorporation of curriculum,
which promotes critical thinking into students by including problem-based learning, projects, incorporating
the trans-disciplinarian module. Interdisciplinary courses in stage-based approach with focused topics andfield-based exercise could also help students and professional to develop critical thinking and real-life
problem-solving skills.
The robust regional network with the collective capacity is pioneering initiatives that associate theknowledge group from the HEIs to restructure and introduce multidisciplinary and transdisciplinary DRR
and sustainability education in the region at all levels. The new dimension of the multidisciplinary course
curriculum and risk information communication at various levels will protect society from shocks to physical,
socio-cultural, politico-economic and natural systems and hence enhance the potential for sustainable
development of the region. The regional educational network in the form of a working group could be able
to address the integration of the Natural Science and Social Science approach towards DRR and
Sustainable development through its multidisciplinary approach. The project is also an initial step todeveloping BIG Data on DISASTER Resilience Higher Education within the region.
The study outcome envisaged few critical recommendations at various level of the education system at thenational and sub-national level.
a) The HEIs should take part in active advocacy and promote disaster education curriculum at secondary
education level (in local language) for a smooth transition into higher education.
b) The HEIs should also participate in community outreach and help to develop appropriate material topromote Risk reduction actions and disaster education.
c) Establishment of an advisory committee to help reform and strengthen disaster specific curriculum of
the HEIs and undertaking Periodic monitoring, adding a new course as per the subsequent updating ofexisting or innovative technology and theories.
d) HEIs should concentrate on developing specialized disaster specific curriculum based on the regional/
national/ local or based on their existing specialties and infrastructure.
e) HEIs should share expertise and enhanced technical capacity to develop/ support operational capacity
to collect data (disaster specific) and develop disaster specific regional database.
f) HEIs should engage/ promote in offering a joint Curriculum (degree) to enhance the capability of thestudent in more than one dimension. The curriculum can be jointly offered by partnering with any twoor three institutions within the country or in collaboration with another institute within the region.

5

References
Alabaster, T., & Blair, D. (1996). Greening the university. In: J. Huckle & S. Sterling (Eds), Education forsustainability. Oxford: Earthscan.
Brunton, K. (2006). Education for sustainable development: Principles for curriculum development inbusiness subject areas. Investigations in University Teaching and Learning, 3(2), 36–46.
Chatterjee, R., Shiwaku, K., Gupta, R. D., Nakano, G., Shaw, R., (2015). Bangkok to Sendai and Beyond:Implications for Disaster Risk Reduction in Asia, Int J Disaster Risk Sci (2015) 6:177–188, DOI
10.1007/s13753-015-0055-4.
Chen, C. Y., & Lee, W. C. (2012). Damages to school infrastructure and development to disasterprevention education strategy after Typhoon Morakot in Taiwan. Disaster Prevention andManagement, 21(5), 541-555.
CRE (1995). Conference of European rectors: The University charter for sustainable development.
Available at http://www.iisd.org/educate/declarat/coper.htm. Accessed on February 9, 2011.
Fortuin, K. P. J., and Bush, S. R. (2010). Educating students to cross boundaries between disciplines andcultures and between theory and practice. International Journal of Sustainability in Higher
Education, 11(1), 19-35.
Gilbert, J., 2005. Catching the knowledge wave?: The knowledge society and the future of education.
Wellington: Nzcer Press.
McKeown, R. (2002). Education for Sustainable Development Toolkit V2 [www]. Available at
http://www.esdtoolkit.org/default.htm. Accessed on February 9, 2011.
Pal, I. and Shaw, R., (2018), “Disaster Governance and Its Relevance”, in “Disaster Risk Governance inIndia and Cross Cutting Issues” (2018), Edited by Dr. Indrajit Pal and Prof. Rajib Shaw, Springer,
2018. ISBN 978-981-10-3309-4, DOI 10.1007/978-981-10-3310-0.
Ronan, K. R. (2014). Advances and Continuing Challenges towards HFA2 and Post-2015: Background
Chapter, UNESCO and UNICEF, Paris, France, Geneva, Switzerland, 2014.
Ryan, A., Tilbury, D., Corcoran, P. B., Abe, O., & Nomura, K. (2010). Sustainability in higher education in
the Asia-Pacific: Developments, challenges and prospects. International Journal of Sustainability
in Higher Education, 11(2), 106–119.
Thayaparana, M., Malalgodaa, C., Keraminiyagea, K., Amaratunga, D., (2014), Disaster Management
Education through Higher Education – Industry Collaboration in the Built Environment, Procedia
Economics and Finance 18 ( 2014 ) 651 – 658.
Yokohama Strategy and Plan of Action for a Safer, (1994), World Guidelines for Natural Disaster
Prevention, Preparedness and Mitigation, World Conference on Natural Disaster Reduction,
Yokohama, Japan, 23-27 May 1994.

6