Learning initiatives to promote public awareness on disaster risk reduction using the theory of change framework

The Sustainable Development Goals emphasise the use of the education system as a tool to promote knowledge and raise awareness about disaster risk reduction (DRR). However, due to the diversity of learners, educational approaches must be varied, which consequently calls for partnerships among learning facilitators that extend beyond formal educational institutions. This study presents a lesson from successful collaboration in implementing educational initiatives to enhance knowledge and awareness of DRR among people living in disaster-prone areas. A qualitative research methodology was employed, using an ex post facto design guided by the Theory of Change framework. Data was collected through in-depth interviews with 22 informants and an analysis of 12 relevant documents. The findings revealed that success resulted from actively promoting learning and DRR awareness across all groups within the community. This outcome was attributed to multisectoral collaboration, enabling educational activities encompassing formal, non-formal, and informal education. Within the collaborative framework, the study highlights that the definition of collaboration should not necessarily imply that all agencies must conduct the same activity jointly. Instead, collaboration should be understood as a shared commitment and common goal among agencies, enabling them to operate separately within their respective capacities, resources, and readiness.