Report on the International Day for Disaster Risk Reduction 2025 Event in Amman

Aligning National Efforts with Global Sustainable Development Goals

On 13 October 2025, a commemorative event was held at the Al-Qaysariya Mixed Basic School in Amman, Jordan. This initiative, a joint effort by UNESCO and the Ministry of Education, marked the International Day for Disaster Risk Reduction (IDDRR) 2025 and was a key activity during Environment and Climate Month. The event’s proceedings and theme, “Fund Resilience, Not Disasters,” were directly aligned with advancing the United Nations’ 2030 Agenda for Sustainable Development.

Core Focus on Disaster Resilience and Climate Action

The event underscored the critical importance of proactive investment in disaster risk reduction (DRR) as a fundamental strategy for achieving several Sustainable Development Goals (SDGs). The theme emphasized a shift from reactive disaster response to proactive resilience-building, which is central to the following goals:

• SDG 11 (Sustainable Cities and Communities): By promoting investment in resilient infrastructure and planning, the initiative directly supports Target 11.5, which aims to significantly reduce the number of deaths and economic losses resulting from disasters.
• SDG 13 (Climate Action): The focus on resilience is integral to Target 13.1, which calls for strengthening resilience and adaptive capacity to climate-related hazards and natural disasters.
• SDG 1 (No Poverty): Building resilience helps protect vulnerable communities from the economic shocks of disasters, which are a major driver of poverty.

Promoting Quality Education for Sustainable Development

The selection of a school as the venue highlights a strategic focus on integrating DRR and climate awareness into the educational framework. This approach is a core component of SDG 4 (Quality Education), particularly Target 4.7, which seeks to ensure all learners acquire the knowledge and skills needed to promote sustainable development. By engaging students and educators, the event aimed to foster a generation equipped to build and maintain resilient societies.

Collaborative Partnerships and Stakeholder Engagement

The partnership between UNESCO and the Ministry of Education exemplifies the spirit of SDG 17 (Partnerships for the Goals), demonstrating how international cooperation and national leadership can drive progress on complex development challenges. The event convened key stakeholders committed to integrating sustainability and resilience into national planning. Notable attendees included:

1. Dr. Faisal Al-Hawari, Director of the Planning Department, representing the Secretary General for Administrative and Financial Affairs, Ministry of Education.
2. Dr. Khawla, Director of the Development Coordination Department.
3. Dr. Mazen Hderis, Director of the Directorate of Education in Lewaa al jamaa.

The presence of these officials, alongside other directors, educators, and students, signifies a broad-based commitment to advancing the SDGs through education and disaster risk reduction.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article highlights issues and initiatives that are directly connected to several Sustainable Development Goals (SDGs). The analysis identifies the following relevant SDGs:

• SDG 4: Quality Education – The event was held at a school (Al-Qaysariya Mixed Basic School) and organized in partnership with the Ministry of Education, involving educators and students. This points to the central role of education in the initiative.
• SDG 11: Sustainable Cities and Communities – The celebration of the International Day for Disaster Risk Reduction and the theme “Fund Resilience, Not Disasters” directly address the goal of making human settlements resilient and safe from disasters.
• SDG 13: Climate Action – The event is part of “Environment and Climate Month,” explicitly linking the discussion of disaster risk reduction to the broader context of climate change and the need for climate action and resilience.
• SDG 17: Partnerships for the Goals – The collaboration between UNESCO, an international organization, and the Ministry of Education, a national government body, exemplifies the multi-stakeholder partnerships needed to achieve the SDGs.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the activities and themes described, the following specific SDG targets can be identified:

1. Target 4.7: Ensure all learners acquire knowledge and skills needed to promote sustainable development. The event at the school, focusing on disaster risk reduction and climate, is a direct effort to educate students and the community on key aspects of sustainable development.
2. Target 11.5: Significantly reduce the number of people affected by disasters and the economic losses. The focus on “Disaster Risk Reduction” and building “Resilience” is aimed at mitigating the human and economic impact of disasters.
3. Target 11.b: Increase the number of cities and human settlements adopting and implementing policies and plans towards resilience to disasters. The event promotes the principles of disaster resilience, which aligns with the development and implementation of national and local disaster risk management strategies.
4. Target 13.1: Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters. The theme “Fund Resilience, Not Disasters” and the context of “Environment and Climate Month” directly address the need to build capacity to cope with climate-related disasters.
5. Target 13.3: Improve education, awareness-raising and human and institutional capacity on climate change mitigation and adaptation. Holding an event at a school with the Ministry of Education is a clear example of an initiative to raise awareness and build educational capacity regarding climate change and disaster risk.
6. Target 17.17: Encourage and promote effective public, public-private and civil society partnerships. The joint event organized by UNESCO and the Ministry of Education is a tangible example of a public-international partnership working towards shared sustainable development objectives.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article does not mention explicit quantitative indicators. However, the activities described serve as qualitative or implied indicators of progress:

• Implied Indicator for Targets 4.7 and 13.3: The organization of the event itself can be considered an indicator of the “extent to which education for sustainable development is mainstreamed” in educational activities. The partnership with the Ministry of Education suggests an effort to integrate these topics into the national education framework.
• Implied Indicator for Targets 11.b and 13.1: The event celebrating the International Day for Disaster Risk Reduction is an activity that supports the implementation of national disaster risk reduction strategies. It serves as a qualitative indicator that the country is actively engaged in promoting and implementing policies aligned with the Sendai Framework for Disaster Risk Reduction.
• Implied Indicator for Target 17.17: The existence of the partnership between UNESCO and the Ministry of Education to organize this event is a direct, observable indicator of a multi-stakeholder partnership in action, contributing to the SDGs.

4. Table of SDGs, Targets, and Indicators

Source: unesco.org