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The pace of urbanization in the developing world is led by Asia. Over the next 25 years, Asia's urban population will grow by around 70% to more than 2.6 billion people. An additional billion people will have urban habitats (ADB, 2006).

The “Hyogo Framework for Action 2005–2015: Building the Resilience of Nations and communities to disasters” (HFA) was adopted at the UN World Conference on Disaster Reduction (January 2005, Kobe, Japan). The HFA specifies that disaster risk is compounded by increasing vulnerabilities related to various elements including unplanned urbanization. Across the HFA, important elements on urban risk reduction are mentioned as one of crucial areas of work to implement the HFA. In particular incorporating disaster risk reduction into urban planning is specified to reduce the underlying risk factors (Priority 4).

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, public awareness and training, should be recognized as a process by which human beings and societies can reach their fullest potential” (UNEP, 1992). Furthermore, the UN/ISDR System Thematic Cluster/Platform on Knowledge and Education argued that “Education for disaster risk reduction is an interactive process of mutual learning among people and institutions. It encompasses far more than formal education at schools and universities, and involves the recognition and use of traditional wisdom and local knowledge for protection from natural hazard” (UN/ISDR, 2005). In the 2006 Review of the Role of Education and Knowledge in Disaster Risk Reduction, Professor Ben Wisner commented, “Education, knowledge and awareness are critical to building the ability to reduce losses from natural hazards, as well as the capacity to respond to and recover effectively from extreme natural events when they do, inevitably, occur” (Wisner, 2006). The Second Asian Ministerial Conference on Disaster Risk Reduction (2007, India) urged governments to make school safety and the integration of disaster risk reduction into school curricula a priority on the national agenda (UN/ISDR, 2007a). The Third Asian Ministerial Conference on Disaster Risk Reduction (2008, Malaysia) recognized education as an essential contribution to effective implementation of disaster risk reduction and concrete impact in terms of shifts in behaviors at the local level, where communities are most vulnerable to disasters (UN/ISDR, 2008). Last but not least, the UNESCO Education for Sustainable Development (ESD) program emphasized that “Education is the primary agent of transformation toward sustainable development, increasing people's capacities to transform their visions for society into reality” (UNESCO, 2005a).

Surging global natural disasters provide incentive for risk-reducing policies and strategies. In this light, the African Union (AU) engaged a multi-stakeholder policy formulation process between 2002 and 2006, to develop a continent-wide disaster risk reduction (DRR) strategy. Drawing from secondary data, this chapter assesses the process and applies qualitative analysis instruments to critically assess the AU’s disaster policy. Linkages to the 2005 international Hyogo Framework for Action (HFA) are also highlighted. The analysis reveals that Africa’s policy formulation process was belated for over a decade, with respect to international expectations. The formulation process was however largely African owned and led, culminating in a strategy document that reflected African contextual reality at the time, and aligned well with HFA fundamental goals. The applied multi-stakeholder approach enhanced a spirit of participation across levels and was central to the largely successful policy formulation process. However, targeted policy outcomes were not explicit, and poorly formulated indicators marred short- and long-term policy evaluation. Based on these results, we conclude that the African-wide DRR policy formulation processes were belated but participatory, systematic and very successful. Belated policy formulation reflects an initial inertia on the African continent, justified by past negative policy experiences and the desire to succeed. A replication of this policy formulation approach in Africa is recommended, albeit exercising more caution on policy timing, the elaboration of better monitoring and evaluation instruments and criteria. Participation should further embrace modern, risk-free (anti-COVID-19-friendly) information and communication technologies.

Since independence, Malaysia has generally registered continuous economic growth and this development has brought about numerous benefits including improved social amenities and a trend toward greater urbanization of the population. Economic development in Malaysia has contributed to environmental degradation and uncontrolled physical development, especially in the urban areas. Protection of the environment has become a necessity rather than a luxury in order to maintain public health and well-being as well as to sustain the economic growth. As in most developing countries, there are many challenges facing the country, especially so in urban areas, where the human, physicochemical and biological environments are interlinked (Pereira & Komoo, 2004). One major challenge is the increasing occurrence of geological and flood-related disasters, causing property damage and high cost of maintenance as well as loss of lives, in extreme cases. In part, this is a manifestation of poor planning, and many of the problems related to hazards in urban areas are often exacerbated by human activities.

Surging natural disasters globally has precipitated renewed interests in disaster risk management. Though several global and regional disaster risk management policy frameworks have been put in place, it is necessary to evaluate their successes and capacities to deliver. This chapter reviews key disaster management frameworks, particularly the Yokohama Strategy, the Hyogo Framework for Action and the Sendai Framework for Disaster Risk Reduction. It examines the extent to which these policies shaped Africa’s regional disaster risk management processes, with an emphasis on sub-Saharan Africa (SSA). Through documentary analysis and scientific literature review, this chapter identifies key parameters that shaped SSA’s disaster risk reduction (DRR) processes and their implications for DRR policy instruments and impact studies. The analysis reveals a number of findings. First, the roll-out process of global disaster reduction and management policy processes and instruments is yet to optimally impact SSA, in terms of effective disaster management. Second, a more comprehensive understanding of the magnitude and severity of natural disasters could contribute to stem the damages linked to their occurrence. This is yet to be achieved. Third, paradigm shifts towards fully appreciating underlying disaster risk factors and manifestations could potentially support the practical drift from disaster coping and management towards risk identification, reduction and resilience building in SSA. Finally, instruments that prioritise capacity building (such as extension services training, research and development, information and communication), organisational governance, sustainable financing and technology, still relatively weak in SSA, should be stepped up to promote DRR capacities and strategies.

The impact of climate disasters (e.g., floods, storms, or landslides), which are generally of low intensity and high frequency, should not be overlooked in developing countries. Global experiences related to the damage due to these disasters indicate that such events can be devastating in communities that are vulnerable to hazardous impacts. Cumulative effects of climate disasters are a sign of a potential catastrophe. Moreover, the recent increase in these events poses additional issues that increase the cost of local public administration, including emergency operation and infrastructure recovery. This chapter explains key problems related to climate disasters that are increasing, particularly in the local area of developing countries, and clarifies the need to incorporate climate disaster risk reduction into public development planning and practice. The chapter also provides descriptions of the research location, approaches of the study, and the structure of this book.

Ever since human society developed, environmental and social changes have led to major challenges that must be dealt with. Some of these major challenges are seen as “disasters,” for which a definition that is frequently used is similar to “A serious disruption of the functioning of a community or a society causing widespread human, material, economic or environmental losses which exceed the ability of the affected community or society to cope using its own resources” (UNISDR, 2004; see, e.g., Quarantelli, 1998, and Furedi, 2007, for discussions on the meaning(s) of “disaster”). From witnessing disasters and being forced to work through the aftermath, humanity has been shifting toward trying to reduce disasters’ impacts or to avert them entirely. This field has the modern-day interpretation of “disaster risk reduction,” defined as “The conceptual framework of elements considered with the possibilities to minimize vulnerabilities and disaster risks throughout a society, to avoid (prevention) or to limit (mitigation and preparedness) the adverse impacts of hazards, within the broad context of sustainable development” (UNISDR, 2004).

This chapter summarizes the growing theoretical and empirical literature on the role of education in disaster risk reduction with a focus on Southeast Asia. Education and learning can take place in different environments in more or less formalized ways. They can influence disaster vulnerability in direct and indirect ways. Directly, through education and learning, individuals acquire knowledge, abilities, skills and perceptions that allow them to effectively prepare for and cope with the consequences of disaster shocks. Indirectly, education gives individuals and households access to material, informational and social resources which can help reduce disaster vulnerability. This chapter highlights central concepts and terminologies and discusses the different theoretical mechanisms through which education can support disaster risk reduction. Supportive empirical evidence is presented and discussed with a particular focus on the role of inclusiveness in education and challenges in achieving universal access to high-quality education. Based on a situation analysis and best practice cases, policy implications are derived that can inform the design and implementation of education and learning-based disaster risk reduction efforts in the region.