COMPLETION REPORT
Wanwalee Inpin .
Mae Fah Luang University and Asian Research Center for International Development (ARCID).
School of Social Innovation

Integrating Sustainable Development and Disaster Risk Reduction:
Lesson Learned from Japan on Education and Culture of Safety
In Japan, disaster education was improved when the Disaster Management Bureau of the JapaneseCabinet Office coordinated policies and mechanisms for all stages of disaster risk reduction. Thismade Japan suitable for the rest of the globe for realistic disaster risk management educational skills(DRM). From this, the purpose of disaster education is not limited to the time of disaster occurrence
but also to lead a better life and gain valuable experience for future innovative ideas and means tocombat the disaster – the "Build Back Better" concept coined by the Japanese Government during
the UN World Conference in Sendai, Japan, in 2015. For Japan, the education and management
system for disasters has been regularly examined and changed in light of the lessons acquired fromlarge-scale catastrophes. The program for disaster education is outlined in the Basic Disaster
Management Plan, which is further devolved into local, regional, and municipal plans. In Japan,
disaster education is more significant in implementing and ordering sophisticated and freshly studied
procedures.
The result of the study depicted that disaster education in Japanese universities has been
implemented community as it has explained below:
1. Because Japanese universities emphasize research, education, and social responsibility,
they have been instrumental in promoting disaster education in Japan. This has allowed them to play
an essential role as an institution. The educational institutions in Japan are hard at work doing
research and putting their knowledge to use in the community by providing disaster education andtraining courses. Universities in Japan's system of higher education can be broken down into one ofthree categories, depending on the type of institution that they are affiliated with: nationaluniversities, public universities, and private universities. Japan's highest levels of academic
distinction are reserved for its national universities, followed by the country's public universities andthen its private universities. When it comes to the growth of local communities, public universities,
particularly those that were founded by prefectures and municipalities, play an essential role. On theother hand, the national university can make a significant contribution by providing expert
knowledge in disaster risk reduction, resilience, and the promotion of a safety culture through theutilization of research results to assist their local Government in the design of appropriate disasterplans.
2. The educational goals of universities in Japan become realized over time, and the resultsalign with the objectives of disaster education. It is generally accepted that combining formal andinformal education is the most effective method for ensuring that lessons about the reduction ofdisaster risk are conveyed to every family and community, with the result that learning is passed on
to subsequent generations. This is because formal education is more likely to reach a wider audience
than informal education.

Publication of the Results of Research Project:-1-Verbal Presentation (Date, Venue, Name of Conference, Title of Presentation, Presenter, etc.)
1. October 2, 2020, Suesa Songkhro Mae Chan School, Mae Chan District, Chiang Rai Province, Emergency
Drill for School pupils at School, Inpin, W. (Training Program)
2. November 23, 2020, School of Social Innovation, Mae Fah Luang University, Chiang Rai, Thailand, Disaster
Preparedness for Higher Education Level Students, Inpin, W. (Training Program)
3. October 12, 2022, School of Social Innovation, Mae Fah Luang University, Chiang Rai, Thailand, Living in
the Anthropocene: Climate Framework and DRR Policies for Sustainable Development in Thailand,
Inpin, W., Vaddhanaphuti. C. (Online Panel)
Thesis (Name of Journal and its Date, Title and Author of Thesis, etc.)
1. Heinrich-Böll-Stiftung, January 17, 2022, “Building Resilience across Southeast Asia”, Inpin, W.
Book (Publisher and Date of the Book, Title and Author of the Book, etc.)
1. Actor-Network in Disaster Education: Mainstreaming the Role of Higher Education in Climate Resilience for
Sustainable Development in Northern Thai School by Inpin W., Juwitasari R., Dania M, Miyake Y., Maki T.,Takeuchi Y. (under reviewed)
2. Disaster Education for Sustainable Development by Inpin W., Juwitasari R., Maki T. (in progress)-2-