Formal and nonformal disaster education interventions in Pakistan

Abstract Education-based initiatives must be equitable in order to reduce the likelihood of disasters among the most disadvantaged and exposed people and facilities. In different contexts, education is a significant enabler of sustainable development with relevance for the various outcomes of development. The amalgamation of education, awareness, and information is key to building resilience against the inevitability of extreme natural disasters ( Thanvisitthpon, Shrestha, Pal, Ninsawat, & Chaowiwat, 2020 ). Furthermore, academic and familiar disaster education can play a major part in reducing natural hazards vulnerability by referring to the exposure of a person, a group, possessions, or regularities to the risk effect. Pakistan is a country that is geographically complex and prone to many synthetic and natural threats. In the northern region, heavy snowfall, avalanches coupled with glacial lake, is constantly occurring on mountainous areas ( Shah, Ye, Abid, & Ullah, 2017 ). Droughts and heat waves are also extremes for the west and the south regions. The coastal parts are vulnerable to cyclones, floods, and earthquakes affect all parts of the country. Direct and indirect losses associated with disasters in Pakistan could be reduced by priority investments for societal resilience. A substantial investment result could be achieved through a significant investment in human capital development, which can be accomplished only by formal and nonformal disaster education. This chapter assesses the importance and demand of formal and nonformal education for disaster risk in Pakistan. The first section outlines the DRR and DRR education briefly. The second section discusses DRR education in Pakistan. A case study of Sindh Province is discussed in the third part, and the last section is a conclusion.