2015/March
Cabinet Office (Disaster Management Office) Executive Committee for Disaster Management Education Challenge Plan
Implementation Handbook for
Disaster Resilience Educationat the Regional Level
Chapter 1 Introduction Thebackgroundandaimsbehindcreatingthishandbook・・・・・・・・・・・・・・・・・・ 1
Scopeofthishandbook ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 1
Howtousethishandbook ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 2
Examplesofinitiativesreferencedforcreatingthishandbook ・・・・・・・・・・・・・・・・・ 3
Chapter 2 Implementing disaster resilience education
WhatisDisasterResilienceEducation? ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 5
ActionforDisasterResilienceEducationinJapan・・・・・・・・・・・・・・・・・・・・・・・・・・ 7
FivebasicprinciplesforsuccessfulDisasterResilienceEducation・・・・・・・・・・・・・・・・ 8
TheFlowofDisasterResilienceEducation (Preparation,Implementation,Continuation) ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 10
Chapter 3 18 Points regarding implementation
〈Preparation Phase〉 Point1 Project Leaders AppointProjectLeaders ・・・・・・・・・・・・・・・・・・・・・・・ 14
Point2 Facilitators NetworkwithKeypersonsinthecommunity ・・・・・・・ 15
Point3 Organization Systematizethecoreofyourinitiatives・・・・・・・・・ 16
Point4 Framework Donotover-extendtherangeofyouractivities ・・・・・ 18
Point5 Time Setasidetimeforpreparation・・・・・・・・・・・・・・・・・・ 19
Table of Contents
Point6 Place Secureaplaceforactivities ・・・・・・・・・・・・・・・・・・・・ 20
Point7 Funds Securefundingforyouractivities・・・・・・・・・・・・・・・ 21
Point8 Knowledge Gatherinformationandknowledge・・・・・・・・・・・・・ 22
Point9 Materials Createteachingmaterials(program) thatreflectyouraims ・・・・・・・・・・・・・・・・・・・・・・・・・・ 28
〈Implementation Phase〉 Point10 Facilitators Appointadvisorswithawealthofexperience・・・・・・・ 36
Point11 Framework Getthecommunityonboard,and linkupwithrelevantlocalorganizations・・・・・・・・ 37
Point12 Time Createtimeforactivities・・・・・・・・・・・・・・・・・・・・・・・ 40
Point13 Costs Cutcosts ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 41
Point14 Ingenuity Collabolatewithotheractiveorganizations・・・・・・・ 42
〈Continuation Phase〉 Point15 Project Leaders Educateandrearfuturesuccessors ・・・・・・・・・・・・ 46
Point16 Materials Renderknow-howandexperience intoexplicitknowledge ・・・・・・・・・・・・・・・・・・・・・・・・ 48
Point17 Ingenuity Shareyourresultsand successeswithexternalparties ・・・・・・・・・・・・・・・・ 49
Point18 Framework Materials Funds Regularlyreviewcontentsofactivities・・・・・・・・・・ 50
Reference Materials ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 54
Table of Contents
Chapter1Introduction
1
The background and aims behind creating this handbookEveryyear,Japanisafflictedbyextraordinarynaturalcalamitiesincludingearthquakes,
tsunamis,stormsand floods.Toensurethatdamage fromthesenaturaldisasters iskepttoaminimum,thethreeinitiativesofself-help,mutualhelp,andpublichelp*areimportant.
In theGreatEastJapanEarthquakeofMarch11,2011,“publichelp”showed itslimitationsagainstsucha large-scalewideareadisaster.Ontheotherhand,peoplesawtheimportanceof“self-help”and“mutualhelp”inafreshlight.Itmade“DisasterResilienceEducation” receiveagreatdealofpublicattention, asan initiative tostrengthenbothself-helpandmutualhelp.
However, thereare instanceswhere these initiativeshavenotgainedmotionduetoalackoffundsandknow-how,orindeedfrompeoplehavingnoideahowtostart.In lightof this, thishandbook laysoutknow-howgathered fromoutstandingandprogressive initiatives,withtheaimofpromotingdisasterresilienceeducation. Italsoprovidesvaluablehintsforresolvingvariousmattersofconcernthatarisewhentryingtoimplementdisasterresilienceeducation.
Scope of this handbook Notlimitedtoorganizationsrelatedtoeducation/welfare(schools,pre-schools,child-
carefacilities),thishandbookisintendedforusebyanyonewhoisinterestedindisasterresilienceeducationinitiativeswithinlocalresidentsorganizations,volunteergroupsorlocalpublicauthorities.
* “Self-help”referstosafeguardingone'sown life,examplesofwhich includestockingupsupplies inanticipationofdisasters,andbeingable to judgeone'scircumstancesbyoneselfandtakingtheappropriateactionforevacuation.
“Mutualhelp”refers tohelpingeachotherandprotecting theircommunity,examplesofwhichare rescueactivities tosavepeopleburiedalive, supervising theevacuationofchildrenandpeoplewithspecialneeds,orotherkindsofmutualassistancewithinaregionalcommunity.
“Publichelp”refers topublicsupportat thehandsofadministrativebodies,asseen ineducation,preparationandmaintenance inanticipationofadisasteroccurring,aswellasdisaster responsemeasuressuchas informationprovisionandoperatingevacuationcenters.
Chapter1Introduction
15
Consultwithpeoplewhoarecornerstonesofthecommunityincludingneighborhoodwatchleadersandlocalgovernmentofficials,andmaintainanetworkwiththembyexchanginginformation.
Needed toget thecooperationof the localcommunity inorder tospreadactivitiesoutbeyondjusttheschool
ConsultedwithPTAchairmananddistricthead to introducepeoplewhocouldhelp.Whendoing so, insteadof communicating justbyemail andtelephone,wemadeaneffort togowiththestudentswhowould formthemainbodyoftheinitiativestomeetandtalktopotentialcollaborators.
Localresidentspassingonthewisdomof“TsunamiTendenko”*1
Distributing“safeandsound”placardstoresidents*2
2
Neededapipeline-typefigurethatcouldbethe linkbetweenschoolandthelocalarea,inorderimplementinitiativesintandemwiththecommunityatlarge.
Consultedwithakeypersonwhoservesasadirectoratthepublichall forcommunityevents,andenlistedtheircooperation inoverseeingcontactanddivisionofdutiesbetweenschoolsandself-governingbodies.
*1 “TsunamiTendenko”isaslogancoinedduringapaneldiscussionwithtsunamidisasterresearcherFumioYamashita,atthefirst“All-JapanTsunamiSummitforCoastalCities,TownsandVillages”heldinNovember1990,meaning“ifatsunamicomes,saveyourselfandfleetohigherground,evenifyourfamilyisintrouble”
*2 SafeandSoundPlacards:Byhangingaplacardonthefrontdoor,duringadisaster,thattellsemergencyrespondersthatyouhavealreadygonetoanevacuationcentersavesthemconfirmingthesafetyofthoseinthehouse.
Network withKey persons in the community
Case Study 2−1Organization:Kamaishi City Kamaishi Higashi Junior High School (Kamaishi City, Iwate prefecture)
Solution
Issue
Case Study 2−2Organization:Tanabe City Shinjo Junior High School (Tanabe City, Wakayama Prefecture)
Solution
Issue
Facilitators
Chapter318PointsregardingimplementationPreparationPhase
2
How to use this handbookThishandbookcanbeusedinthefollowingways:•Understandingtheobjectivesandbasicflowofdisasterresilienceeducation.•Gainingvaluablehintsforresolvingmattersofconcernthatarisewhentryingtoimplementdisasterresilienceeducation.
4
5
32
1
2
3
4
Thefollowingisalsodisplayedassupplementaryinformation:•Expert'scolumn•Messagefrompracticingorganization•Referenceinformation
Toconcretelyexplaineachpoint, thishandbookintroduces20organizationsand44caseexamples.Thenameand locationof theorganizationsaredisplayedontheupperright.“Issues” and“Solutions” for each task aredisplayed,alongwithreferencemapsandphotos
Pointsareseparatedinto3initiativephases(1)Preparation(2)Implementation (3)Continuation
Pointsareclassifiedas follows,basedontheircontent(Detailedexplanationonp.11)
Material
Money
Operations
People Project Leaders
Organization
Time
Funds
Knowledge
Ingenuity
Facilitators
Framework
Place
Costs
Materials
Place
5
Knack
Showseachof the18pointsimportantforimplementDisasterResilienceEducation, togetherwithexplanationofthatpoint.
1
3
Examples of initiatives referenced for creating this handbookExamplesof initiatives in thishandbookareselected fromthe following3projects
supportingdisasterresilienceeducation initiatives.Examplesof initiativesareselectedbytaking intoconsiderationawards/results,howlongthe initiativeshavecontinued,thetypeoforganizer(whethertheyareschools,self-governingbodiesorNPOs),andregionalbalance.
■Disaster Management Education Challenge Plan(URL)http://www.bosai-study.net/top.html(Outline)Setupwiththeobjectiveofcreatingacommonassetpursuanttoexpandingand improvingthedisaster resilienceeducation field thatcurrentlyexistsacross thecountry.This initiativesupportsnewventuresandchallenges,aswellassupportingtheinitialplanningandpreparationandhelpingtosecurefunds,Thisinitiativeprovidesadvisorsforconsultationsaboutthechallengeplanfordisasterresilience.Casestudieswereselectedfromnearly200initiativesfrom2004-2013.
■1.17 Disaster Reduction Future Award "Bousai Koshien"(URL)http://npo-sakura.net/bousai-koushien/(Outline)Using theexperiencesof theGreatHanshin-Awaji Earthquakeand thelessons learnedfromothernaturaldisasters, thisawardpromotes"disasterresilienceeducation"thatteachesthethreatsposedbynatureandthepreciousnessoflife-andtheimportanceofcoexistingtogetherwiththeseelements.BousaiKoshienrecognizesprogressiveactivitiesfordisasterresilienceeducationthatareproactivelyimplementedbychildrenandstudentsatschoolsandinthecommunityinordertoensureasafeandsecuresocietyforthefuture.
■ Map contest of “Exploration for Disaster Prevention” for elementary school children
(URL)http://www.sonpo.or.jp/(Outline)Childrenhavefunwalkingaroundthetownidentifyingfacilitiesandequipmentrelatedtodisasterprevention,crimepreventionandroadsafety,whichtheythenusetocreateamapthatfostersawarenessoftheirownsafetyandsecurityintheircommunity-resultinginapracticalsafetyeducationprogram.Exampleswereselectedfromover130award-winninginitiativesfrom2004-2013.
Chapter1Introduction
4
No. Name of Organization(URL for activity reports and other materials)
Location
Prefecture City/Town
1 IwatePrefecturalMiyakoTechnicalHighSchool(https://web.pref.hyogo.lg.jp/kk41/documents/kirokushi23_2.pdf) Iwate Miyako
2 KamaishicityKamaishiHigashiJuniorHighSchool(http://www.bosai-study.net/2010houkoku/plan.php?no=1) Iwate Kamaishi
3 KesennumaCityHashikamiJuniorHighSchool(http://www.bosai-study.net/2013houkoku/plan.php?type=1&no=9) Miyagi Kesennuma
4 ChibaPrefecturalToganeSpecialSupportSchool(http://www.bosai-study.net/2012houkoku/plan.php?type=1&no=4) Chiba Togane
5 KunitachiLocalForeigners'DisasterResilienceNetwork(http://www.bosai-study.net/2013houkoku/plan.php?type=1&no=1) Tokyo Kunitachi
6 NadeshikoResilienceNetwork(http://www.bosai-study.net/2010houkoku/plan.php?no=9) Kanagawa Hadano
7 ItoigawaCityNechiElementarySchool(http://www.bosai-study.net/2011houkoku/plan.php?no=7) Niigata Itoigawa
8 IidaCityRedCrossOutreachMovement(http://www.bosai-study.net/2013houkoku/plan.php?type=1&no=4) Nagano Iida
9 NagoyaUniversityDisasterManagementOffice(http://www.bosai-study.net/2008houkoku/plan.php?no=5) Aichi Nagoya
10 AichiPrefecturalHandaCommercialHighSchool(http://www.bosai-study.net/2011houkoku/plan.php?no=6) Aichi Handa
11 TobaCityArashimaChildren'sClub(http://www.sonpo.or.jp/protection/bousai/pdf/archive/sakuhin_10.pdf) Mie Toba
12 ShigaPrefecturalHikoneTechnicalHighSchool(http://www.bosai-study.net/2010houkoku/plan.php?no=8) Shiga Hikone
13 YasashiiNihongoVolunteerAssociation(http://www.bosai-study.net/2011houkoku/plan.php?no=11) Kyoto Kyoto
14 NPOHimawarinoyumeproject(http://www.bosai-study.net/2008houkoku/plan.php?no=6) Hyogo Kobe
15 KobeGakuinUniversityDisasterprevention·SocialcontributionUnit(http://www.bosai-study.net/2006houkoku/plan10/index.html) Hyogo Kobe
16 HyogoprefecturalMaikoHighSchoolEnvironmentandDisasterMitigationCourse(http://www.bosai-study.net/houkoku/plan20/index.html) Hyogo Kobe
17Sakuragaoka2chōmeself-governingbodies(NishiYamato6NeighborhoodCouncilLiaisonGroup)(http://www.bosai-study.net/2010houkoku/plan.php?no=3)
Nara Kanmaki
18 TanabeCityShinjoJuniorHighSchool(http://www.bosai-study.net/houkoku/plan16/index.html) Wakayama Tanabe
19 MizunoJiyujinShinsuiSentaiAkazatai(http://web.pref.hyogo.lg.jp/pa17/documents/000153803.pdf) Yamaguchi Hofu
20 TokushimaCityTsudaJuniorHighSchool(http://web.pref.hyogo.lg.jp/kk41/documents/kirokushi23_1.pdf) Tokushima Tokushima
List of organizations with featured initiatives
Chapter2Implementing
disaster resilience education
5
What is Disaster Resilience Education?
▲
The Aims of Disaster Resilience Education Theprimaryobjectiveofdisaster resilienceeducation is tobolster thedisaster
resilience(thecapabilitytoproactivelypreventdisastersandintheeventofweatheringadisaster, thecapabilities toprevent thedamage fromworseningand toenactrestorationmeasures)ofcommunities,byheighteningthedisasterresilienceawarenessofeach individualbelonging toacommunityandby forgingstrong linkswithin thecommunity.Inordertodothis,itisvitaltocreateaneducationalclimatethatfostersequilibrium
ofthethreeelementsofknowledgeofthedisasterhistoryofaparticularcommunity,theattituderequiredtoworktogether instandingstronglyagainstdisasters,andtheskillsnecessaryforsafeevacuationandpreciselivesavingandemergencyaid.
▲
The Significance of Disaster Resilience EducationIntheGreatEastJapanEarthquakeofMarch11,2011,disasterresilienceeducation
initiativesbore fruit,exemplifiedbythecaseofKamaishicityKamaishiHigashiJuniorHighSchoolinIwatePrefecture,wherethelivesofmanyschoolchildrenandstudentswhowereatschoolweresavedfromthetsunami.
Chapter2Implementingdisasterresilienceeducation
6
KamaishiHigashiJuniorHighSchool is locatedapproximately500mfromthecoastline,andhaslongbeenidentifiedassomewherevulnerabletotsunami.Furthermore, in theUnosumaiDistrictwhereKamaishiHigashi JuniorHighSchool is
located,depopulationhasledtothehighschoolbeingabolished,meaningthattheJuniorHighSchoolstudentshavetotaketheleadinpropellinginitiativesinthecommunity.Given this,KamaishiHigashiJuniorHighSchoolhas implementedadisaster resilience
educationprogramonanongoingbasiswiththefollowingthreeaims,fromthedesireforeachstudent tobecomeproject leader in thecommunity'sdisasterprevention in theircapacityasmembersoftheregionalcommunity.
Thedisasterresilienceeducationprogramwas implementedwiththeaimofcultivatingtheabilityofstudentstojudgecircumstancesbythemselvesandtoproactivelytaketheinitiative in reacting.Theprogramencompassedcollaborative initiativeswith theregionincludingjointevacuationexerciseswiththeneighboringUnosumaiElementarySchoolandadisasterresiliencelearningprograminvolvingallschoolmemberscalled“EASTRescue”,whichalsoinvolvedlocalhouseholdsandpeoplethroughoutthecommunity.WhentheGreatEastJapanEarthquakestruck, the570studentsofKamaishiHigashi
JuniorHighSchoolandUnosumaiElementarySchool followwhattheyhadbeentrainedtodooverandoveragain,andallbeguntoevacuatetowardhighergroundassoonastheearthquakebegan.Thankstotheirabilitytocalmlyjudgetheirsituationasitunfoldedaroundthemandtorespondswiftly, theywereabletoprotecttheirown lives fromthesurgingtsunami.
Case Study from the Great East Japan Earthquake
The effectiveness of disaster resilience education atKamaishi Higashi Junior High School (Kamaishi City, Iwate Prefecture)
TheJuniorHighSchoolstudentsheldhandswiththeElementaryschoolchildrenduringtheevacuation
Thetsunamicamerightupclosetowheretheyevacuatedto
1. Be responsible for protecting your own life.2. From rescued to rescuer3. Passing on the culture of disaster resilience
7
Action for Disaster Resilience Education in JapanWiththeobjectiveof improvingtheresilienceofcommunities todisasters, related
governmentministrieshavesetoutandrevisedlawssuchasthefollowing.
NameofAgency RevisiontoLaw Phase Summary
CabinetOffice
RevisiontoDisaster
CountermeasuresBasicAct
June27,2012(Actnumber41)
• Specifies theobligationof residents tohanddowntoyoungergenerationsthelessonsofdisasterresilience.
• Specifies thateachdisasterpreventionorganizationincluding regional public bodies, private businessetc.mustendeavor to implementdisaster resilienceeducation,andpursuant tothisarepermittedtoseekthecooperationofeducationbodiesandpublic/privateorganizations.
MinistryofEducation,Culture,Sports,
ScienceandTechnology(MEXT)
Guidelinesforschooldisaster
resilienceeducationthat
nurtures“Zestforlife”
March,2013
• Createdasreferencematerialsoutliningthe idealstateof schooldisaster resilienceeducationanddisasterpreventionmanagement,reflectingnewitemsofconcernemanating fromschools in thewakeof recentnaturaldisasters including theGreatEast JapanEarthquake(Updateofmaterialsdraftedin1998).
• Indrafting theguidelines, anew frameof referencewasadded to thedefinitionof safety in theexistinggovernment curriculum guidelines: this includednurturing“theattitudeofactingwithan independentmind”and“theawarenessofcontributing tocreatinga safe and secure society” in considerationof thereport issuedby the“Councilofadvisors related todisaster resilienceeducationanddisasterpreventionmanagementpost3-11“(July2012).
• Inparticular,basedon“SchoolHealthandSafetyAct”and“SchoolSafetyPromotionPlan”(CabinetdecisioninApril2012),theguidelinesmadeitcleartoschoolsthattheymustsetasidetimeforteachingdisasterresilience,andinordertobolstertheirinstruction,shouldorganizestructuredandsystemiccontents.”
FireandDisaster
ManagementAgency(FDMA)
Lawonstrengthening
regionaldisasterresilience
withvolunteerfirefightingatthe
core
December13,2013
(ActNumber110)
• Specifiesthatnationalandlocalpublicbodiesshallenactmeasuresnecessary topromotion learning regardingdisaster resilience ineducationatboth theschoolandsocietallevel.
• Specifiesthat firebrigadesshallassumealeadershiprolein theeducationand training forautonomousvoluntarydisastermanagementorganizationwomenfiresafetyclubs,junior fireresilienceclubs,andpublicentitieswithin theboundariesofmunicipalitiesandanyotherorganizationsrelatedtodisasterreduction.
• Specifiesthatpursuanttothis,municipalitiesshallenactanynecessarymeasures.
Chapter2Implementingdisasterresilienceeducation
8
Five basic principles for successful Disaster Resilience EducationBeloware fivebasicprinciples to remainmindfulofwhen implementingdisaster
resilienceeducation.
It is importanttopreciselygaugetheenvisageddisasterriskofacommunitybyusingmaterialsandsitevisitstounderstanditsvulnerabilities.
Learn about the problems and peculiarities of a community, as well as its past experiences in suffering disasters
1
Whenitcomestocreatingresilientcommunities,thedisastersthateachcommunityfacesaredifferent.Thus,itisfirstandforemostimportanttounderstandthekindsofdisastersthateachcommunityfaces,andthentorespondtotheneedsofthelocalpeople,withaviewtomakingthemmoreresilienttodisasters. 【Aichi Prefectural Handa Commercial High School】
Whenwecreatedthepicturestoryshows,wetookextracareto interviewpeoplewhoactuallyexperiencedthesedisasters inordertoensureacorrectdepictionofevents.Wealsodouble-checkedhistoricalresourcestoensureaccuracy. 【Iida City Red Cross Outreach Movement】
Getactive,experienceeverythingyourself.Itisimportanttostartbytakingactionyourself,settinganexampletoothers.
Act on your own initiative, witness everything firsthand 2
Don'tstartoutsettingyourselflimits;itisakeythatyoutakethefirststep,reachingouttotheauthorities,corporationsandotherentities.Adoptthemindsetthatitmaynotevenworkout,butgetgoinganywaywithsomething,nomatterhowsmall. 【Shiga Prefectural Hikone Technical High School】
Therearesomethings thatonlymakesenseonceyoubegin. If indeedyouaren'tsuccessfulinyouraimsthentakethechancetoreflectonwhattheissuesare. 【Itoigawa City Nechi Elementary School】
Message from Organization with Featured Initiatives
Message from Organization with Featured Initiatives
9
Whileitisfinetosetidealsandgoals,itisimportanttoconfirmtheresourcesnecessaryforyourprograms,andtogoabout implementingthemwithinrealisticboundaries inareasonablemannerwithoutbeinggreedyinone'sobjectives.
Set Smart, Realistic Goals 3
It ismost importanttokeepyouractivitiesgoing,howeversmall,asyouwill reapthebenefits inareaswhereyouwerenotexpectingto. 【Yasashii Nihongo Volunteer Association】
Althoughwestartedoutjustwantingtomakeagoodmap,themorewedidthemorewerealizedthattheaimsofdisasterresilienceeducationcanbemetjustby“walkingaroundthearea,gettingtoknowthearea” 【Toba City Arashima Children's Club】
It is importanttotakeonboardnewinsightsandknow-howbynetworkingandcooperatingwithkeypersonsinthefield,alwayslookingtoreinforcetheframeworkofyourinitiatives.
Be proactive in mingling with key people in various fields and disciplines
4
Membershavevariousqualificationsandbecausetheyareaffiliatedtoallsortsoforganizationstheycanusetheirnetworktocreatenewlinkswithexpertsandotherbodies.Wehaveacooperativespiritwherebyweaimtomakeoutother'sdeficiencies.whichempowersustodoactivitiesthatwewouldn'thaveexpectedtobeabletodo. 【Nadeshiko Resilience Network】
Firstandforemost isfindinglike-mindedpeople.Without like-mindedcohorts,your initiativeswon'tcatchon,andyournetworkwillbelimited. 【Yasashii Japanese Volunteer Association】
Connectdisaster resiliencewithhaving fun,andensure thatyour initiativesandprogramscanbecomfortablyaccommodatedwithindaily lifeonanongoingbasis.Also,develop initiativesthatprovidepeoplewithknowledgeof thebeneficenceofnature, rather than focusingexclusivelyonseismicandwind/waterdisasters,andindoingsoengenderasenseofprideinlivinginthatparticularcommunity.
Keep your approach positive, fun and lighthearted 5
By interweavingresilience intocommonlocalevents(festivals/rice-cakemakingevents)peoplecanget toknoweachother,providingopportunities toencounterdisaster resilience ina funmannerwhichinturnmakesthecommunitymoreresilientandintunewithnature. 【Sakuragaoka 2 chōme self-governing bodies (Nishi Yamato 6 Neighborhood Council Liaison Group)】
Chapter2Implementingdisasterresilienceeducation
Message from Organization with Featured Initiatives
Message from Organization with Featured Initiatives
Message from Organization with Featured Initiatives
Continuation PhaseEnact disaster resilience education that is ongoing and sustainable
Implementation PhaseActually commence disaster resilience education
Followingtheprogramlaidoutinthepreparationphase,beginspecificinitiatives.
Announceyourinitiativesw i d e l y am o n g t h ecommunity,widen thecircleofactivities.
Continue initiatives,constantly improvingcontents.
Nurture successors,passon initiatives tothem.
10
The Flow of Disaster Resilience Education(Preparation, Implementation, Continuation)Disasterresilienceeducationoccursthroughthefollowing3phases:
Preparation Phase Do the necessary preparations for commencing disaster resilience education
Collatematerials thatconformyouraims,prepareandsetupnecessaryvenues,securefunds,puttogetheraprogram.
Who? Chooseleaderstotaketheinitiativeindisasterresilienceeducation
To what end? Setaimsandobjectivesfordisasterresilienceeducation
Who will benefit? Determinethescopeofyourdisasterresilienceeducation
What? Thinkabouttheactivitiesyouneedtodotofulfillyouraims
When?Puttogetheraschedule
Where?Establishvenues
How?Discuss methods andapproaches
11
Furthermore, fromtheviewpointofputtingdisaster resilienceeducation intoaction,foreachphaseyouwillneedtoresolveissuesrelatedtothefollowingsixelements.
6 Key Elements for Successful Disaster Resilience Education
Can you construct a framework for disaster resilience education initiatives, as well as a cooperative framework within and outside the community?
Can you secure the necessary funds for disaster resilience education while curtailing expenses?
Do you have the uncommon know-how required to raise the quality of your disaster resilience education initiatives, making them more effective and efficient?
Can you secure “project leaders” who will spearhead initiatives, and “catalysts” or “connectors” whose job is to conncect up with a wide range of talented people?
Can you secure the time and locations required for disaster resilience education programs?
Can you acquire and utilize the knowledge and education materials necessary for disaster resilience education?
Governance
Material
Place
“Knack”
People
Money
Chapter2Implementingdisasterresilienceeducation
Ingenuity
Project Leaders
Facilitators
Time
Place
Funds
Costs
Knowledge
Materials
Organization
Framework
Chapter318 Points regarding
implementation
Preparation Phase
In the first phase (Preparation) of disaster resilience education,you need to think about who is doing what, for whom,
where, and how it will take place.You then need to put together your program with materials
that fit your goals, secure the necessary time slots and venues,and of course, funding.
Issues in the preparation phase and how to resolve them
14
Appoint project leadersConsensusmustbe reachedwithall stakeholderswhen selecting
project leaders and frontrunners, taking into consideration theirindividualityandfunctionalcapabilities.
Case Study 1−1Organization:Toba City Arashima Childrens' Club (Toba City, Mie Prefecture)
Wewere implementingdisasterresilienceeducationaspartofouractivitiesattheChildren'sClub.However,rotationofstaffthreatenedtoalterourapproachtodisaster resilienceeducationactivities.Toensuredisasterresilienceeducationthat iscontinuous,youneedtoappointprojectleaderswhowon'tbeimpactedbystaffalternation.
Agraduateofthechildren'sclubwhoisalsoa localmentortypefigure, tookup the reinsasproject leader fordisaster resilienceeducationduringhissparetime. Byadoptingasystemdifferenttotheoneofthechildren'sclub,whichinvolvedregularrotationofstaff,itbecamepossibletoimplementongoinginitiatives.
Solution
Issue
Undertheguidanceoftheprojectleader,childrencarryoutacommunitypatrol
Checkingoutgoodsinthelocalsupermarketthatyouneedwhendisasterstrikes
1 Project Leaders
15
Consultwithpeoplewhoarecornerstonesofthecommunityincludingneighborhoodwatchleadersandlocalgovernmentofficials,andmaintainanetworkwiththembyexchanginginformation.
Needed toget thecooperationof the localcommunity inorder tospreadactivitiesoutbeyondjusttheschool
ConsultedwithPTAchairmananddistricthead to introducepeoplewhocouldhelp.Whendoing so, insteadof communicating justbyemail andtelephone,wemadeaneffort togowiththestudentswhowould formthemainbodyoftheinitiativestomeetandtalktopotentialcollaborators.
Localresidentspassingonthewisdomof“TsunamiTendenko”*1
Distributing“safeandsound”placardstoresidents*2
2
Neededapipeline-typefigurethatcouldbethe linkbetweenschoolandthelocalarea,inorderimplementinitiativesintandemwiththecommunityatlarge.
Consultedwithakeypersonwhoservesasadirectoratthepublichall forcommunityevents,andenlistedtheircooperation inoverseeingcontactanddivisionofdutiesbetweenschoolsandself-governingbodies.
*1 “TsunamiTendenko”isaslogancoinedduringapaneldiscussionwithtsunamidisasterresearcherFumioYamashita,atthefirst“All-JapanTsunamiSummitforCoastalCities,TownsandVillages”heldinNovember1990,meaning“ifatsunamicomes,saveyourselfandfleetohigherground,evenifyourfamilyisintrouble”
*2 SafeandSoundPlacards:Byhangingaplacardonthefrontdoor,duringadisaster,thattellsemergencyrespondersthatyouhavealreadygonetoanevacuationcentersavesthemconfirmingthesafetyofthoseinthehouse.
Network withKey persons in the community
Case Study 2−1Organization:Kamaishi City Kamaishi Higashi Junior High School (Kamaishi City, Iwate prefecture)
Solution
Issue
Case Study 2−2Organization:Tanabe City Shinjo Junior High School (Tanabe City, Wakayama Prefecture)
Solution
Issue
Facilitators
Chapter318PointsregardingimplementationPreparationPhase
16
Deliberatewithall relevantpartiestodeterminethenameofyourorganization,persons incharge,allocationofresponsibilities,andmethodsforsharinginformation.Havingdesignedyouractivitiesplan,youcansystematicallyenactdisasterresilienceeducation. Whensystematizingthebodyofyourinitiatives,considerusingexistingorganizationswherenecessary.
3
Throughthe“ToganecommunitylDisasterResilienceEducationNetworkConference”,whichisoneoftheconstituentelementsof“SanbuResilienceUniversalNetwork”,disasterresilienceofficersgettogethertoswapnotesandworkonraisingtheoveralllevelofresilienceeducationfortheregion.
* “SanbuResilienceUniversalNetwork”wasestablishedwithaims including: (1)Raisethe levelofdisasterresilienceeducation in thecommunity throughregular informationsharingbetweendisaster resilienceofficers in relevantorganizations; (2)Buildanetworktosupportpersonsrequiringspecialassistance intimesofdisasters.ParticipantsinthenetworkincludeSanbuRegionalPromotionOffice,the3citiesand3townswithintheSanbucommunity,schools(elementary, juniorhigh,universities,specialneedsschools),pre-schools,Conference forSelf-RelianceSupport,CouncilofSocialWelfare,andothers.ToganeSpecialSupportSchool,asthenucleusoftheSanbuResilienceUniversalNetwork,proactivelytransmitsinformation.
Systematizethe core of your initiatives
Organization
Case Study 3−1Organization:Chiba Prefectural Togane Special Support School (Togane City, Chiba Prefecture)
Solution
Issue
Setup“SanbuResilienceUniversalNetwork”* comprisingvariousorganiza-tions involved in disaster resilience/welfare/educationwithin the SanbuCommunity, and scheduled regular information andopinion exchangingsessionsbetween thepersons inchargeofdisaster resilience ineach.Thiswasconducivetoacoordinated,alignedapproachacrossthecommunityandtheimplementationofanintegrateddisasterresilienceeducationprogram.
Pursuant to raising the levelofdisaster resilienceeducation for thecommunityasawhole,variousstakeholdersinvolvedinthecommunity'sresilienceandwelfareneededtogettogetherandshareinformation,tobetterunderstandtheirrespectiveroles.
17
Selectedanofficer inchargeofdisasterresilienceeducation fromeachschoolgrade(threememberstotally), andorganized sectionmeetingsfortheseofficers.Thesemeetingsareheldonceaweek,duringwhichproject leaderscanconfirm thedirectionofdisasterresilience educationwith eachofficeranddiscussothermatters.This has paved theway for asingular coordinated approachtodisaster resilienceeducationacrosstheschoolyeargroups.
Asaseparateentitytoofficersofself-governingbodies,Sakuragaoka2chōmeself-governingbodiesappointedspecialmemberstoassist them, fulfillingthefunctionofheadoffice fordisaster resilienceeducationactivities.The factthatthesespecialmembersdonotrotateeveryyearandareinthefirstplaceexperiencedofficersofself-governingbodieswithahighawarenessofdisasterresilienceeducationhas translated intobeingable tomaintainsustainabledisasterresilienceeducationmeasures.
For several consecutiveyearsata time,project leaderscoordinatethedisasterresilienceeducationofficersforeachschoolyear.
Aninitiativesplanislaidoutforeachyear,withdisasterresilienceeducationthroughouttheyear
*Alsoinputtingotherrelevantdateintothisactivitiesplanonanongoingbasis
FY2014 Sakuragaoka 2 chōme self-governing bodies Annual Planner for Disaster Resilience Activities
ProjectLeader
SectionMeetings Officerforgrade1
Officerforgrade2
Officerforgrade3
Case Study 3−3Organization:Tanabe City Shinjo Junior High School (Tanabe City, Wakayama Prefecture)
Solution
Solution
Issue Becausethewholeschoolwasstartingdisaster resilienceeducation, itwasnecessarytocreateactivitygoalsandactivitypoliciesforeachinstructor.
Case Study 3−2 Organization: Sakuragaoka 2 chōme self-governing bodies(Nishi Yamato 6 Council Liaison Group)(Kanmaki, Nara Prefecture)
Issue Becauseself-governingbodiesofficerschangeeveryyear, thegroupneeded todeployastructurethatwouldbeconducivetomaintaindisasterresilienceeducation.
Chapter318PointsregardingimplementationPreparationPhase
No Contents Scheduled
1Trainingforrunninganevacuationcenter/kidssurvivalcamp(fromthisyear,incollaborationwithotherassociationswithinschoolcatchmentarea)
August
2 Fieldvisitstoresidentsneedingassistanceinevacuationactivities October
3 Allresidents'evacuationdrillforwhendisasterstrikes/drillforlookingafterpeoplewhoneedspecialcare November
4 Emergencyrescuelecture February5 Tourofdisasterreductioncenter May6 Meetingforcrime/disasterprevention May7 Studysessionfordisasterreductionmanual June8 Fireextinguisherdrill November
18
Make theproglamgraduallywider, rather thanactwidely fromthebeginningoftheactivitiesbutactaspossibleasyoucan.
Itwasexpectedthatitwouldbehardtoimplementasmoothprogramthatinvolvedallstudentsintheschool,becausesomechildrenlackmotivationtoparticipate,clashwithextracurricularactivities,andsometimesit'shardgettingtheapprovalofparentstoattendprogramsduringlongschoolholidays.
Startedoutwithsmallnumbers(1class ineachyeargroup)whopresentedwhattheyhadlearnedtootherchildrenduringschoolassemblies.
4
TobaCityArashimaChildren'sClubestablishedaprincipledictatingthat leaderswouldbeactivewithintheirsparetine,andthat theywouldnotexhaust themselvestryingtobroadennetworkswithgovernmentagenciesandschools.Theywereabletocontinuetheprogrambyavoidinglaborandcost-heavytaskssuchasprintingoutanddistributingtheresultsorspendinghoursstandardizingthedetailsofthemaps.
Mapfreelycreatedbychildren
Everyyear,athemeforactivitiesisdecided.
Do not over-extendthe range of your activities
Solution
Solution
Issue
Issue
As project leaders all had full-time jobs, they needed a realistic andsustainablewaytoimplementactivitiesthatwascompatiblewiththeirwork.
Case Study 4−2
Case Study 4−1
Organization:Toba City Arashima Children's Club (Toba City, Mie Prefecture)
Organization:Tokushima City Tsuda Junior High School (Tokushima City, Tokushima Prefecture)
Year Title of Arashima Resilience Map2005 Protect your life from earthquakes and tsunamis!2006 Did you hear the emergency warning speaker? Survey2007 Where do you run to when the tsunami alert goes off?2008 Will our town be OK in a fire?
2009 The Ise-wan Typhoon of 1959 and Typhoon 18 of 2009
2010 Before and After2011 Inspecting the route to school
2012 How long will it take grandma and granddad to get somewhere safe?
2013 The disaster speaker system is also a life-line at sea
Framework
19
Coordinatewithpersons inchargeregardingwhattheycanofferandwhentheyareavailable,howtoplaytotheirstrengths,inamannerthatwillnotover-burdenthem.
Whencreatingpicturestoryshowsthatwouldbeusedas learningmaterials,studentsonlyhada limitedamountof time.Theyneededpreparationtimeandvariousmeasurestousetheirtimeasefficientlyaspossible,and indeed to reduce theamountof time theyspentmakingthesepicturestoryshows.
Taskswereallottedinawaythatleveragedstudent'sstrongpoints,forexamplehavingthecomputergraphicsartclubdesignthebasepictureswhileentrustingthenarrationtothedramaclub.Also,finaleditingwasoutsourcedtoaspecialist.Thisallowedthemtocurtailtheamountoftimespentoncreatingthepictureshows.
5
Usingcomputergraphicstodesignthebasepictures
Creatingpicturestoryshowspanelsbypaintingacrylicontothebasepictures
Time
Set aside time for preparation
Solution
Issue
Case Study 5−1Organization: Aichi Prefectural Handa Commercial High School (Handa City, Aichi Prefecuture)
Chapter318PointsregardingimplementationPreparationPhase
20
Ensureaplaceforactivitiesthatisagoodmatchforyouractivities.
Although thereareseveralvolunteerorganizationssupporting foreigners inKunitachiCity,eachorganization implementsactivities independentofeachother.Coupledwiththis, therewerenoorganizationscarryingout resilience initiativesspecificallydesignedforforeigners,andtherewasnoforumforthemanyforeignersresidentinthecitytogettogetheranddiscusshowtotakeacoordinatedapproachtodisasterresilienceeducation.
6
Thecityhaddesignatedthelocalpublichallasahubfordisasterpreventioninformationfor foreignersinitsdisasterresilienceplan. Thus itwasconsideredappropriate tomakeuseof thepublichall tohold lecturesondisasterresilienceevery twomonths.Thishallwasalready inuseasacommunityhubfor foreigners, including forJapaneselessons. Itprovidedforeignresidentswiththeopportunitytonetwork,andassuchwastheidealplacetobringpeopletogetherforimplementingdisasterresilienceeducation.
Aspaciousplacewasneeded inorder forparticipants to layout their largemapsonthefloor.
Usedthepublicassemblyspaceinthepublichallforfree,locatedinthemiddleofthecommunity.
Thespaciousassemblyspaceinthepublichallbecametheplaceforactivities
Usingthelargespacechildrencouldlayoutandcreatetheirmapswithease
Adisasterresilienceworkshopconvenedinthelocalcommunity
centerhall.
Secure a place for activitiesPlace
Solution
Issue
Solution
Issue
Case Study 6−1Organization:Kunitachi Local Foreigners' Disaster Resilience Network (Tokyo Metropolis)
Case Study 6−2Organization: Toba City Arashima Children's Club (Toba City, Mie Prefecture)
21
1. Makeuseofpublicsystemssuchas* subsidiaryaidandgrants.2. Securesponsorswhocanprovidefiscalsupportaswellasmaterials,supplies
andequipment.3. Makeapplicationsto“modelschools”thatarepromotingdisasterresilienceeducation.4. Thinkaboutmakingyourinitiativesintoacommercialventure.
7
Thepicturestoriesthatparticipantshadcreatedasan initiative fordisasterresilienceeducation,werepublishedaspicturebookswiththesupportoftheprefecture,and thenadoptedbyschools tobeusedassidereading.Theyprintedalargenumberofthesepicturebooksastheyexpecteddemandfromoutsideoftheschool,andsomeoftheincomeacquiredfromdistributingthesebookswasre-routedintoactivitiesfunds.
Attheoutset,theorganizerpersonallytookthetaskofimplementingactivitiesintandemwiththelocalregion.Subsequently,however,localbodieswhoweresympathetictothecauselenttheirsupportintheformofcontributingtravelandmaterialsexpenses.
Formaking PR leaflets, utilized activity support funds from“DisasterManagementEducationChallengePlan”,andalsosoliciteddonationsforactivitiesfundsthroughalumnireunions.
IidaCityRedCrossOutreachMovementhadtosecure funding foractivities,duetotheincreasingpersonalburdenonparticipants.
TanabeCityShinjoJuniorHighSchoolneededtoprocurefundstodevelopdisasterresilienceeducationthroughoutthecommunity,notjustconfinedtotheschool.
Althoughtheschoolcouldbudgetforaminimumlevelofactivityfunds,muchmorefundingwasneededtoimplementasatisfactoryactivitiesprogram.
Funds
Secure funding for your activities
Reference materials at end of this guide Mainsubsidizationschemes,awardssystems.*PrefecturalBoardsofEducationareinvolvedinsupportinitiativesthroughtheMEXT-affiliated“Comprehensive
supportprojectforpracticaldisasterresilienceeducation”.Nameofprojectmaydifferbyprefecture.
Solution
Solution
Solution
Issue
Issue
Issue
Case Study 7−3Organization:Iida City Red Cross Outreach Movement (Iida City, Nagano Prefecuture)
Case Study 7−2Organization:Tanabe City Shinjo Junior High School (Tanabe City, Wakayama Prefecture)
Case Study 7−1Organization:Aichi Prefectural Handa Commercial High School(Handa City, Aichi Prefecuture)
Chapter318PointsregardingimplementationPreparationPhase
22
8
Leafletcallingforpeopletoregisteras“helpersduringdisasters”(extract)
Gather informationand knowledge
Knowledge
Reference materials at end of this guide Mainsourcesofinformationfordisasterresilience know-how.
Solution
Issue
Those involveddeepened their knowledge inways including acquiringqualificationsindisasterresilience,andthroughgeneralself-improvement.Effortswerealsomadethroughthegroup'sregularactivitiestofindpeopleintheareawithspecialistknowledge(suchasfirefighters,volunteerfirefighters,doctors,nurses,disastermanagementspecialists,architectsetc.)andtoenlisttheircooperation.
Sakuragaoka2chōmeself-governingbodyneededtoacquirespecialistknowledgeaboutdisasterresilienceinordertocommencedisasterresilienceeducation.
Case Study 8−1
1. Linkupwithdisasterresiliencespecialistsandresearchers, localadministrativebodies,NPOsandothers.
2. Teamupwitheducationalexperts (including school teachers,boadsofeducation,researchers)tolearnhowtoteach,alsomakeuseofexistinghandbooksandothersuchmaterialsrelevanttodisasterresilienceeducationmethods.
3. Refertomaterialsregardingdisastersthathavestruckthecommunity inthepast.Learnlocal topography,historyandcustoms/mannersbyconsultingwithexperts/researchers,andpersonswellversed inthearea'sarcheology,priests/monks,andpeoplewhohavelivedthroughdisasters
Could you become a registered helper during disasters?
Whenamajorearthquakeor firestrikesandSakuragaoka2Cho–meis inpinch,helpothers inthecommunityusingyourspecialistknowledge,qualificationsorskills.Wecallsuchpeople“helpersduringdisasters”.Sakuragaoka2chōmeself-governingbodieswantspeopletoregistertheircapabilitieswithuswhichwecanthenutilizewhendisasterstrikes.
◎About“Helpersduringdisasters”:◆Arevolunteersduringtimesofdisaster.◆Registeredpersonsarenotobligatedtohelp,inanyway.◆Inadisaster,pleasehelpoutonceyouhavesecuredyourownfamily'ssafety.◆Pleasecooperateineventssuchasevacuationdrillsinvolvingpersonswithspecialrequirements,
anddisasterresiliencetraining.◆Thereisnoagelimit.Juniorhigh,highschoolanduniversitystudentsarealsowelcome.
☆SpecialistKnowledge/Qualifications:1.Doctor2.Nurse.3.Acupuncturist4.Massagetherapist5.Firefighter6.Architect7.Electrician8.Expertonbuildings/facilities9.Heavymachineryoperator
☆Hobby/Talent/Other:10.DIYenthusiast11.Computer-related12.Babysitter13.Highplaceworker13.Cooking(outdoorpreparation)
Organization: Sakuragaoka 2 chōme self-governing bodies(Nishi Yamato 6 Council Liaison Group)(Kanmaki, Nara Prefecture)
* Communitydisaterresilienceplan,HazardmapandCommunityhistoricalrecordsmadebyautonomy,andmaterialsmadebyRegionalDevelopmentBureau,MeteorologicalObservatoryandsonon.
23
* CreatedbyKamaishiCityBoardofEducation,KamaishiCityandGunmaUniversityDisasterSocialEngineeringLaboratoryin2010,thefruitsofpromotingdisasterresilienceeducation.Revised in2012basedon lessons learned from theMarch2011GreatEast JapanEarthquake.(KamaishiCityBoardofEducationHPhttp://www.city.kamaishi.iwate.jp/index.cfm/10.0.109.445.html))
Solution
Issue
Reference materials at end of this guide Mainexamplesofguides/handbooksissuedbylocal publicbodies.
Byutilizingthe“ManualofTsunamiDisasterEducation”*,itwaspossibletoefficiently incorporatedisasterresilienceeducation intovarioussubjects.Furthermore,byhelping todraftasectionof the“ManualofTsunamiDisasterEducation”,theproject leaderswereabletoacquireinformationfromotherexpertsinvolvedinproducingthe handbook, regarding how to go about disaster resilienceeducation.
Not sureofhow/what to teachwhenstartingdisaster resilienceeducationduringschoolclasstime.
Case Study 8−2Organization:Kamaishi City Kamaishi Higashi Junior High School (Kamaishi City, Iwate Prefecture)
Chapter318PointsregardingimplementationPreparationPhase
24
Exampleofpicturestoryshows
Solution
Solution
Issue
Issue
Went tohear the story frompeoplewhohadexperienced theShowaSanrikuTsunamiof1933tolearnthedetailsofwhathappenedonthatday.Alsoreceivedphotosfromlocalphotographersandcoastguardofthedamagesustainedinthattsunamidisaster,whichweredisplayedinanexhibitionofpasttsunamidamageheldalongsidethetsunamisimulationexperiment.
Aswell as interviewing local residentswhohadexperiencedpastdisasters,wealsoreceivedmaterialsandguidance fromlocallibrariansandmuseumstaffinordertocreateanaccuratepictureofwhathappened inpastdisasters.Finally,wecompliedallof thesesourcesofinformationtocreatepicturestoryshowsdepictingvariousdisasters.
Neededinformationregardingpastearthquakesandtsunamidamagetomaketsunamisimulationexperiencemorerealistic.
IidaCityRedCrossOutreachMovementNeeded tocarryoutasurveytogetadetailedpictureofdisastersthatstruckinthepast.
Case Study 8−4Organization:Iwate Prefectural Miyako Technical High School (Miyako City, Iwate Prefecture)
Case Study 8−3Organization:Iida City Red Cross Outreach Movement (Iida City, Nagano Prefecuture)
25
Ministry of Education, Culture, Sports, Science and Technology (MEXT) New Course Curriculum GuidelinesThecoursecurriculumguidelines issuedbyMEXTwere revised inorder
toprovidethenextgenerationofchildrenwith the intellectualandphysicalcapabilitiesandcharacteristicstohelpthemlivebetterlives(“Zestforlife”),andwhicharenecessaryforthefutureofsociety.Thesenewguidelineswereimplementedsequentiallyfrom2009.
Forexample,underthesenewguidelines,volcanoesandearthquakesbecamecompulsorysciencesubjects forelementaryschool6thgraders,creatinganacademicclimateconducivetoincorporatingdisasterresilience.
Furthermore,careshallbetakentoensurethat instruction isweightedtowardsasystematicunderstandingofthebasicscientificpremisesandconceptsof“life”and“theearth”. Indoingso, forexample, instructionwill includeobservationofnature,thehumanbodyandexercise, the sunand themoon. Furthermore,instructionmustalsocoverthetopicofgrowthinsideeggs,growthwithinthemother'sbody,aswellasearthquakesandvolcanoes.
Source:NewCourseCurriculumGuidelines:“Zestforlife”ExplanationforElementarySchoolCourseCurriculumGuidelines(Science)
Reference 8−1
Chapter318PointsregardingimplementationPreparationPhase
26
Reference Material: Regarding the Leveraging of Education for Disaster Resilience Education which nurtures “Zest for life” (physical and intellectual aptitudes for life)
“ReferenceMaterials forDisasterResilienceEducation inSchools:LeveragingEducationforDisasterResiliencewhichnurtures“Zestforlife”(physicalandintellectualaptitudesforlife)”-whichwereoriginallydrafted in1998,havebeenrevisedtoreflectconcernsandissuesidentifiedbyschoolprofessionalsonthefrontlinesincethe2011GreatEastJapanEarthquakeandotherrecentnaturaldisasters,inordertofunctionasreferencematerialsprovidingdirectionfordisasterresilienceeducationandcrisismanagementinschools.
Chapter1:The Significance and Aims of Disaster Resilience in SchoolsBasedonthelessonsfromtheGreatEastJapanEarthquake,thischapterproposesthebasic
premise thatsafety fromdisastersshouldbepromotedatschools throughorganizationalactivitiesfocusedondisasterresilienceeducation/crisismanagement/resilience.
Chapter2:Disaster Resilience Education in SchoolsThischapterindicatestheobjectivesofdisasterresilienceeducationfromtheperspective
ofchildren'sdevelopmentalstagesfromnurseryallthewaythroughtohighschool,aswellasprovidingmatterstokeepinmindfromateachingpointofviewinordertocarryoutintegratedandstructureddisasterresilienceeducationthatstraddlesdifferentsubjects.
Chapter3:Disaster Prevention Management in SchoolsWith regard to thedisasterpreventionmanagement in schools, this chapter
providesmatters tobekept inmind foreachof the followingstages:1)Safetymanagement inpreparation fordisasters (preemptive crisismanagement), 2)Respondingwhendisastersstrike(crisismanagementduringdisasters),3)Recoveryfromadisaster(postcrisismanagement).
Chapter4:Examples of Organizational Activities Pertaining to Education and Management for Disaster Resilience
Thischapteroutlinestheimportanceorganizationalactivitiesandothermattersofconcernpursuanttoimplementingeffectiveofdisasterresilienceeducationandmanagementincluding:1)Maintainingastructure for implementationwithinschools,2)Betterorganizationtrainingforteachers3)Closelinkswithhouseholdsandlocalcommunities.
Chapter5:Examples of Leveraging Disaster Resilience Education in SchoolsPursuant toencouraging the implementationof systematicdisaster resilience
education ineachschool, thischapterprovides(foreachschoolstage)examplesofannualteachingplans fordisasterresilienceeducationandexamplesofspecificclassroomscenarios.
・Kindergarten(teachingforeverydaylife,dropping-offtrainingetc.)・ElementarySchool(learningaboutdisastersinregionalcommunities,training usingemergencyearthquakealerts)・JuniorHighSchool(learningaboutthebountyofnatureanddisasters,responding totornados)・HighSchool(safeandsecurewaysofliving,evacuationtrainingintandemwith thecommunity)・SpecialNeedsSupportSchools(anticipatedproblemsfacedbychildrenwithdisabilities duringdisasters,examplesofhowtoassistthem)
Main points
Reference 8−2
27
Unique Examples for Specialist Training for Disaster Resilience EducationHyogoprefecuturalMaikoHighSchool(hereinafterMaikoHighSchool)isrenowned
as theonlyschoolprovidingspecialist training fordisaster resilienceeducation inJapan.Takingadvantageofbeingable to leveragediverse resilienceeducationthrough its specialist subjects,MaikoHighSchool is implementing the followingdistinctiveeducationprogramsforraisingresiliencetodisasters.1)Consideringresiliencefromthetwostandpointsofthenaturalenvironmentand
socialenvironment.2)Emphasizinglearningthatinvolvesidentifyingproblems/solvingproblems.
(Forexample,“Futuredreamsandengagingwithdisaster resilience”,“Disasterresilienceforcityplanning”,“Handingdowntheexperiencesofothers”,“Designingteachingmaterialsfordisasterresilienceeducation”,andothers.)
MaikoHighSchool'sofficialwebsite*also introducesmanyexamplesofactivitiesimplementedattheschoolconducivetogettingpupilsengagedindisasterresilienceeducation,tailoredtowardsthecharacteristicsoftheschoolandthecommunity,aswellasthelearners'developmentalstages.
3)Carryingoutlearningthatemphasizesinterestsoutsideofschoolandinternationalexchange.(Forexample,“Internationalexchange(disasterresilienceindevelopingnations”),“Disaster volunteeractivities”,“Exchangewithschools inafflictedareasandongoingsupport”,“Disasterresilienceworkshopsatjuniorandseniorhighschoollevel”,“Disaster resilienceworkshopsat juniorandseniorhighschool level”,“Disasterresilienceexchangeprogramswithspecialneedsschools”etc.)
Identifying/solvingchallenges
ResilienceexchangewithchildreninNepal
VolunteeractivitiesinareasafflictedbytheGreatEast
JapanEarthquake
Teachingchildrenaboutdisastersataresiliencecamp
* MaikoHighSchoolHPCollectionofideasfordisasterresilienceeducation (http://www.hyogo-c.ed.jp/~maiko-hs/bosai_edu/idea/idea_top.htm)
Expert's Column
Chapter318PointsregardingimplementationPreparationPhase
28
1. Get teachingmaterials fromwebsitesoforganizations involved indisaster resilienceeducationand fromdisaster resilience-relatedevents.Use the informationavailable intheseresourcesashintstodevelopandimproveinitiativesthatreflectyourobjectives.
2. Carefullyconsiderscenariosthat reflect theobjectivesandscopeofdisaster resilienceeducation inorder tocreativelyshapeaprogramthatappropriatelyallocatesteachingmaterials,venues,timeslots,staffandexpenses.
3. Craftavariedandcolorfulprogramthat isclose tohome,andwhich incorporatesanelementofplay.Programcontentsshouldbefirmlyrootedinthecommunity,withplentyofpossiblevariations/versions.Deviseprogramsthatbringasenseofachievementandmerittoparticipants,engagingthemandengenderingafeelingofenthusiasm.
9
Had thepreoccupation that“disaster resilienceeducationactivities arecostly”.
Atnocost, receivedbasicsetof tools fromheadofficeofmapcontestof“Exploration forDisasterPrevention” forelementary school childrenandtopographicalmapsthatwouldbethebaseoftheactivities fromthecity. Inthisway,obtainedwhatevermaterialsonpastdisastersthattheycouldfromthelocalareawithoutneedinghardlyanybudgetatall.
Materialsprovidedfor freebymapcontestof“ExplorationforDisasterPrevention”forelementaryschoolchildrenheadoffice(Source)”Elementary SchoolResilienceExpeditionTeamMapContest”
When it came to implementingdisaster resilienceeducationaspartofindustrialhigh schoolclasses, therewasaneed todeliberate initiativesthemedon“creatingsomethingtangibleandlasting”.
Students were able to getinspirationabout initiatives thattheycouldcarryoutthemselvesf r om d i s a s t e r r e s i l i e n c eequipmentexhibitedatadisasterresilienceexhibition.
Normallyusedasabench
Duringdisasters,doublesupasacookingstove
MaterialsCreate teaching materials(program) that reflect your aims
Solution
Solution
Issue
Issue
Case Study 9−1Organization: Toba City Arashima Children's Club (Toba City, Mie Prefecuture)
Case Study 9−2Organization: Shiga Prefectural Hikone Technical High School (Hikone City, Shiga Prefecture)
29
Inorder toensurebroaddisaster resilienceeducation, thisunitneededteachingmaterialsthatcouldintegrateresilienceeducationintogeneralclassesandnotjustcompositeclasses.
Forelementaryschool5thgraders,createdteachingmaterials thatincorporateddisaster resilienceelements intogeneral subjects (8subjects). Eachof thesematerials iscreatedincompliancewiththeaimsandcontentsof thegovernmentcurriculumguidelines*1 for5thgraders,withvolumethatfits1-hourlessonperiods.Also,bycreatinganinstructionmanualforeachteachingmaterial,eventeacherswithnoexperiencewhatsoever indisasterresilienceeducationcanusethemwithease.Inadditiontobeingmadepubliconline,*2theseteachingmaterialsareusedbystudentsaffiliatedtotheuniversityforoutreachclassthattheyoffer.
Usingteachingmaterialstoimplement“outreach”classes
Instructionmanualoutlininghowtoteach,createdalongsideteachingmaterials
(extractfrominstructionmanualrelatedtoteachingmaterials)
Reference materials at end of this guide examplesofdisasterresilienceeducationcontentswith ingenuity*1 Usedcurriculumguidelinesavailableatthetimeofdraftingthesematerials(2006)*2 Refer toactivitiesoutlinepageofKobeGakuinUniversityDisasterprevention·Social
contributionUnit(URL:http://www.kobegakuin.ac.jp/~gakusai/bosai/html/katudo.html)
Case Study 9−3Organization: Kobe Gakuin University Disaster prevention·Social contribution Unit
(Kobe City, Hyogo Prefecture)
Solution
Issue
AimHavekidsfindoutwhatfacilities,disasterresilienceequipmentthereisinDoraemon'stown.Then,findoutabouttheirowntown.Objectives①Learnmeaningofmapsymbols,howtousemaps.②Knowhowtoevacuateduringadisaster, learn
aboutthedisasterresilienceoftheirtown.Process1.Giveoutworksheets.Explainimportantpoints
aboutmaps.Pointstonote:・ThisisDoraemon'stown・Can'tusesecrettools(Doraemonisonabusinesstriptothefuture)
・Onlyspecifiedquestionswillbeanswered.
Chapter318PointsregardingimplementationPreparationPhase
30
Lackedanintegratedprogramconducivetoimplementingdisasterresilienceeducationoverthecourseofayear.
Regardingtheprocessofunearthingthedisasterhistoryoftheland,organizingthesefindings,andputtingthemintoteachingmaterialstopassontofuturegenerations,theunitdeviseda4-stepprogramof1)Identifyproblems2)Carryoutathoroughinvestigation3)Expressfindings4)Developself-awareness.Thisisahighlyversatileprogramthatcanbeappliedtoalldisasters,
notexclusivelytoearthquakes.
Outlineofprogram,andthecontentsimplementedunderthisinitiative.
Case Study 9−4Organization: Nagoya University Disaster Management Office
〈Project to pass on lessons from historical disasters 〜1944 Tonankai・1945 Mikawa Earthquake〉
(Nagoya City, Aichi Prefeture)
Solution
Issue
Step Contents implemented
①IdentifyproblemsListen toexperiencesofpeoplewhohavebeen indisasters,comprehendhowfrighteninganearthquakeis.
②Carryoutathoroughinvestigation
Fully understanddangers around you, investigatewhatyouneedtodotoprotectyourlife,discusswithothers.
③ExpressfidingsSpread theword aboutwhat you have learned(lessonsfromMikawaEarthquake(1945))tofamilyandthecommunityatschoolplays.
④Developself-awareness Decidehowyouactwhenadisasterdoesstrike.
31
In order to ensure the safetyof childrenoutsideof the schools, itwasnecessary to raiseawareness ineachhousehold, inaddition to thedisasterresilienceeducationcarriedoutwithintheschool.
Setchildrendifficultresilience-relatedtasks(disasterresiliencemissions),withinstructions that theyareallowedtoasktheirparentsforhelpsolvingthesetasks.Thisensuredthatparentsalsogave thought to resilience, creatingnewawarenesswithinfamilyhomes.
Basedonthetaskssetforhomework,childrenandparentsputtheirheadstogethertothinkaboutresilience
To ensure that students properly absorb disaster resilience educationinitiatives, theyneeded tobecometheproponentsof initiatives rather thanmerelybeingapassivereceptacle.
Throughtheoutreachclassesrunbythestudentsthemselves, theyhadtoswitchtheirframeofmindfrom“learner”to“highschoolteacher”,andintheprocesshadtotaketheinitiative.Also,oneachoccasiontheydividedintotwogroups,oneinchargeof“instructorrole”andoneinchargeof“studentrole”.Thealternatedtheseroleseachtimeandindoingsowereabletoexperiencebothsidesoftheprocess.
Nervouslycarryingoutoutreachclassinfrontofamanyjuniorhighschoolstudents
Elementaryschoolstudentsenjoyparticipating,astheinstructorsteachnaturally,withease
Case Study 9−5Organization: Itoigawa City Nechi Elementary School (Itoigawa City, Niigata Prefecture)
Case Study 9−6Organization: Aichi Prefectural Handa Commercial High School(Aichi Prefecture, Handa City)
Solution
Issue
Solution
Issue
Chapter318PointsregardingimplementationPreparationPhase
32
Students needed toquantitatively ascertain the results of thedisasterresilienceeducationtheyhadreceived;todothis,theyhadtofindawaytoapproachinitiativeswithaspecifictargetinmind.
Through theEASTRescue* volunteeractivities that students carriedout aspart of disaster resilience education,in t roduc ing a po ints sys tem ande s t ab l i s h i ng a g r ade s y s t em toacknowledgetheir levelofachievement,itwaspossible toheighten students'interest indisaster resilienceeducationand to furthermotivate them to learnmore.
CertificateforEASTRescueSquadMembers
* AtKamaishiHigashiJuniorHighSchool,school-widedisasterresiliencelearningprograms(includingvolunteeractivities)arecollectively labeled“EASTRescue”=East(“higashi”),Assist,Study,Tsunami.Pointsareawardedinrecognitionofvolunteeractivities,andeveryyearstudentsareawardedalevelfrom1~5asanEASTRescueSquadMember.5pointsinayearreceives level2,while10pointsreceives level1.These levelsarepresentedduringall-schoolassembly.
Case Study 9−7Organization: Kamaishi City Kamaishi Higashi Junior High School (Kamaishi City, Iwate Prefecture)
Solution
Issue
33
Wecanbasically separatedisaster resilienceeducationprograms into3 typesbasedontheirobjectives; fromtheconceptualphase, it is important toconsiderwhichofthese3typesyouareaimingforincarryingoutyouractivities.
Exampleofaone-offinitiativeThe“onecherry-treelifeproject”—All396PupilsfromKesennumaCityOmoseElementary
School.(AtrieChildrenoftheSun)
Exampleofaone-offinitiativeHowtomakeacozycandlefromsaladoilandtissuepapers
(PublicInterestIncorporatedFoundation-SBK)
IntegratedLearning-type Initiativesdesignedtoraisedisasterresilienceawarenessandknowledge,centeredonschoolclassesandevents.
Schools,thecommunityandlargeandhouseholdscometogethertocarryoutinitiativesasacommunityevent.
Stand-aloneinitiatives,centeredonspecificallydesignedtodevelopnewteachingmaterialsforaparticularpurpose.
CommunityEvent-type
One-offtype
Types of Disaster Resilience Education Programs
Expert's Column
Chapter318PointsregardingimplementationPreparationPhase
Implementation Phase
In the implementation phase of disaster resilience education,you need to put into action plans laid down in the preparation phase,
getting as many people involved as possible.
Issues in the Implementation Phaseand How to Resolve Them
36
Utilizeadvisorsystemsorganizedbypublicbodiestoreceiveadviceforresolvingproblemsthatariseinthecourseofcarryingoutactivities.
Neededanadvisor, tohelpbridgeknowledgegap inhowtoenlistcooperationofvolunteerorganizationstosupportdisasterresilienceeducation.
10
Wereceivedadvice from the community coordinator of the"RegionalHeadOfficeProject forSupportingSchools”*abouthowtoutilizeschoolsupportvolunteers.Wewereabletoreceivesolidcooperation from thesurroundingarea thanks tohaving formerteachers,whoare familiarwiththeneedsof theschool,actingaslocalcoordinatorsandbridgingthegapbetweenschoolsandlocalvolunteers.
SchematicimageofItoigawaCity's“RegionalHeadOfficeProjectforSupportingSchools”
Source:ItoigawaCityHP(http://www.city.itoigawa.lg.jp/dd.aspx?menuid=5714)
Appoint advisorswith a wealth of experience
Reference materials at end of this guide Examplesofconsultationservicesregardingadvisorsystems* Aproject spearheadedby theMinistryof Education,Culture, Sports, Scienceand
Technology from2008,attherequestofschools,withtheaimofbuildinga frameworkthroughwhich localvolunteerscanprovidenecessarysupport; thiscamefromcommonunderstandingoftheneedforclosecooperationbetweenschools,householdsandlocalresidents.
Case Study 10−1Organization: Itoigawa City Nechi Elementary School
(Itoigawa City, Niigata Prefecture)
Solution
Issue
Facilitators
37
1. Gaintheunderstandingofthecommunityforyourinitiatives,buildanenvironmentconducivetolinkingupwithrelevantorganizationsinthecommunity.
2. Teamupwithself-governingbodies,voluntarydisastermanagementorganizationfirefighters, schools,communityhalls,children'sclubs,oldpeople'sassociationsand forma networkwithin the community that allows for easy face-to-facecommunication.
11
Toimprovethedisasterresilienceofthelocalcommunity,theschoolneededtousedisasterresilienceeducationtocommunicatetothecommunity issuesthatariseduringadisaster,thattheyhadidentifiedinthecourseoftheirinitiatives.
Inordertocarryouteffectivedisasterresilienceeducationasacommunityandcenteredontheschool,itwasnecessarytogaintheunderstandingandapprovaloflocalresidentsinthecommunityregardingdisasterresilienceeducation.
Havingresidentsofthecommunityalsoparticipateinresiliencelearningpresentat ion meet ings led tosubstantivelinksbetweentheschooland the community andbroughteverybodyuptospeedabouthowtoactintheeventofadisaster.
Manylocalcitizensparticipateinschool-organizedcommunitycitizenresiliencelearningsessions
Tsunamievacuationsupportmapsputupatroadcrossings
Get the community on board,and link up with relevant local organizations
Solution
Solution
Issue
Issue
Tsunamievacuationsupportmapscreatedcol laboratively between neighborhoodcommunitygroups,universitiesand thecitywereplaced throughout the area. Thanksto disaster resilience initiatives becominga tangible entity thatwas returned to thecommunity,theschoolwasabletogainahighlevelofunderstanding from thecommunitytowardsdisasterresilienceeducation.
Organization: Kesennuma City Hashikami Junior High School (Kesennuma City, Miyagi Prefecture)
Case Study 11−1
Case Study 11−2
Organization: Tokushima City Tsuda Junior High School (Tokushima City, Tokushima Prefecture)
Framework
Chapter318PointsregardingimplementationImplementationPhase
38
Visitinganelementaryschooltoperformadisasterresiliencepicturestoryshows
Explaining“safeandsound”placardsatarespecttheelderlyevent
* A“RegionalHeadOfficeProject forSupportingSchools” implementedbetween2011-2013asasubsidiaryenterpriseofTanabeCityinWakayamaPrefectureintandemwithMEXT.Schools,householdsand thecommunitycometogetherasone topromoteacommunity-wideeffortforchildren'shealthyandsoundupbringingaswellascommunitybuilding.
Case Study 11−3Organization: Tanabe City Shinjo Junior High School (Tanabe City, Wakayama Prefecture)
Solution
Issue
Wemade linkswith the kindergartens andprimary schoolsthrough the localpublichall.Byparticipating in thecommunityorganizationcommittee,wewereabletoforgelinksthroughouttheregion.Wealsomadedisasterresilienceconnectionsintheregionthroughagovernment (MEXT) sponsoredenterprise, knownas“ShinjoRegionalJointEducationalCommittee”*.
To improve thedisaster resilienceof the localcommunity, itwasnecessarytoimplementdisasterresilienceeducationfortheareaasawholeratherthansolelyatthejuniorhighschool.
39
ImplementationFrameworkfordisasterresilienceeducationforforeignersthroughJapaneseclasses
* “KyotoNihongoRings:AvolunteernetworkactiveinKyotoareaprovidingJapaneseclasses.
Case Study 11−4Organization: Yasashii Nihongo Volunteer Association (Kyoto City)
Solution
Issue
Wecreatedanopenandaccessible system for implementingdisaster resilienceeducation for foreigners, includingclassesheldbyvariouscommunitiesthatare familiarwiththeneedsof foreignresidents.Wealsoreachedout toJapaneseclassesbelongingto“KyotoNihongoRings”*.
On topof theseefforts,wealsocreated“DisasterResilienceGoodsCards".ThesecardsexpressdisasterresiliencegoodswithsimpleillustrationsandeasytounderstandJapanese.
To provide effective disaster resilience education for foreignresidents,itwasnecessarytocommunicatewithforeignresidentsonadailybasis, tounderstandtheirsituations,andtoprovidedisasterresilienceeducationinamethodthatiseasyforthemtounderstand.
Chapter318PointsregardingimplementationImplementationPhase
40
Setasidetimeslots foractivities, including interdisciplinary learningatschool/alliedsubjects/extra-curricularactivities/afterhours learning,weekdayeveningsandholidaysinthecommunity,aswellasduringdisasterpreventionrelatedevents.
Theschoolneeded toallot time todisaster resilienceeducationwithintheclassesscheduledforthewholeacademicyear.
Outof the70hoursdesignated for cross-sectional/integratedlearningclasses, theschoolallotted35hourstodisasterresilienceeducation.However,aseventhiswouldnotbesufficienttofulfilltheneeds,teachersinchargeofothersubjectsadoptedtheapproachofconsciously integratingdisasterresilienceintootherclassessuchasscienceandJapaneselanguageclasses.
12
Withonly limitedamountof time for cross-sectional/integratedlearning, IidaCityRedCrossneededtodeviseaway toeffectivelyimplementdisasterresilienceeducationinashortamountoftime.
Picturestoryshowscanbeperformedinjust20minutes.Usingschoolmorningassemblies, itwaspossible tocarryoutdisaster resilienceeducationinaneffectivemannerandinashortspaceoftime.
Performingpicturestoryshowsattheall-schoolmorningassembly
Aperformanceofpicturestoryshowwithhumanvoice,inashorttimebutleftadeepimpression
Time
Create time for activities
Organization: Kesennuma City Hashikami Junior High School (Kesennuma City, Miyagi Prefecture)Case Study 12−1
Case Study 12−2
Solution
Solution
Issue
Issue
Organization: Iida City Red Cross Outreach Movement (Iida City, Nagano Prefecuture)
41
Reducedirectexpenditure ineverywaypossible, includingbydevelopingexistinginitiatives,usingavailableteachingresources,enlistingthecooperationofunpaidvolunteersandrequestingthatpeoplecovertheirownexpenses.
Thisorganizationonlyhadlimitedfunds,andsoneededtofindawayofcuttingcostsassociatedwithdisasterresilienceeducation.
13
Thisorganizationneed funding tocover thecostof their initiatives, includingtransportexpensesrequiredforimplementingoutreachclasses.
Experiencingtorrentialrainwitharainexperiencesimulation,atadisasterresilienceevent.
Tocoverabasic levelexpenses,weasked organizationswhorequestedoutreachedclasses tocover transportexpenses (including forequipmentsuchasmaterialsforthedisastermaze). Iforganizationscouldnotmeetbasictransportexpenses, theyalsohadtheoptionofdispatchingastaffmemberfromtheirside,tosavemoney.
Organizerwas able to organizewithvariousrelatedbodiestoorganizeteachingmaterialsandvenues freeofcharge.Forexample, fortherainfallexperienceevent,theyutilizedtheoutreachclasstohavetheMinistryofLand, Infrastructure,TransportandTourismprovideabooth,withstaffdispatchedfromalocalobservatoryoftheJapanMeteorologicalAgency.For the event itself, they used city
facilities andnegotiated a subsidy forwater costs, greatly curtailing overallexpenses.
Cut costs
Case Study 13−2
Case Study 13−1
Solution
Solution
Issue
Issue
Organization: Mizu no Jiyujin Shinsui Sentai Akazatai (Hofu City, Yamaguchi Prefecture)
Organization: NPO Himawari no yume project (Kobe City, Hyogo Prefecture)
Costs
Chapter318PointsregardingimplementationImplementationPhase
42
14
Wantedto join forceswithotherschoolswhichhadthesameaims inordertoimplementanefficientdisasterresilienceeducationprogram.
Attendedeventssuchas“JuniorHigh/HighSchoolStudents'All-JapanResilienceConference”*1, and“TheTsunamiResilienceSymposium”*2.At theseevents,schoolsengaged indisasterresilienceeducationgathertogetherandexchangeinformation, insightsandknow-how.This leadstomoreeffectivedisasterresilienceeducationinitiativesaswellasprovidingopportunitiesforcross-pollination.
AttheTanabeCityTsunamiResilienceSymposium
AttheJuniorHigh/HighSchoolStudents'All-JapanResilienceConference
IngenuityCollaborate withother active organizations
*1 Heldunder theauspicesofTanebeCityandTanebeboadofeducation inNovember,2013byexchangingandpublishing the initiativesofschoolsandcommunity, inordertodevelopthedisaster resilienceeducation inTanabeCitywith theaimofmaikingaopportunityofimprovingdisasterresilienceeducation.
*2 ShinsaiMiraiSchoolExchange:Aresidentialdisasterresiliencelearningexchangemeetingfor juniorhightohighschoolstudents fromalloverJapan,heldover threedays fromAugust10th2014,organizedbyMiyagiPrefecturalIshinomakiNishiHighSchool.
Case Study 14−1Organization: Tanabe City Shinjo Junior High School (Tanabe City, Wakayama Prefecture)
Solution
Issue
1. Collaboratewithotherorganizationsand implement initiatives together―thiswillallowyoutobroadenyournetworkwhilebuildingsynergies.
2. Deepeningtiesactiveorganizationsonaregularbasiscanbuildamutuallycooperativeandsupportiverelationshipwhichwillbolsteryourframework.
43
Theorganization leadingdisaster resilienceeducationonlyhadlimitedstaff.Duringevents,neededtofindmorestafftohelpout.
For small-scaleeventsheldwithin the localarea,weaskedparentsofchildrenparticipatingin the events to volunteer their t ime toaccompany thechildren for theseevents.Forlarge-scaleevents involvingotherorganizationsand other communities, wewere able tosecurelargenumbersofstaffbyreachingouttoorganizationswhomweworkwithonaregularbasis.
Linkingwithparentsandvolunteersforriver-basedfunactivities
Becauseoflimitedstaffnumbersinorganizationsspearheadingdisasterresilienceeducation,NadeshikoResilienceNetworkneededtosecurenecessarystaffnumberstohelprunningeventsandotheractivities.
Localjuniorhighschoolstudentsvoluntarilyparticipatedinmakinganddeployingsignsforthe“disasterwater
wellproject”.
Weregularlycarriedoutactivitiesjointlywithvolunteerbodies invariousareas.Forevents,weadoptedasystemunderwhichstaffcouldbedispatched tohelpeachotheroutwhennecessary.When cooperatingwith schoolpupils,wealwaysissuedaresultsreporttotheschoolaftertheevent,whichbuiltgoodworkingrelationshipswithschoolsandpavedthewayforfuturecooperation.
Solution
Solution
Issue
Issue
Organization: Nadeshiko Resilience Network (Hadano City, Kanagawa Prefecture)
Organization: Mizu no Jiyujin Shinsui Sentai Akazatai (Hofu City, Yamaguchi Prefecture)
Case Study 14−2
Case Study 14−3
Chapter318PointsregardingimplementationImplementationPhase
Continuation Phase
In the continuation phase, it is key to publicly announcethe results of your initiatives across a broad range, and to continue them
with improvements.
Issues in the continuation phaseand how to resolve them
46
Ifactivitiesaredependentononesingleprojectleader,thereisthedangerthatactivitieswillstagnateifhe/sheistransferredoffsomewhereelse.
15
Makingpicturestoryshows TeachingJapaneseRedCrossSocietyNaganoChapterhowtoperformpicturestoryshows
Educate and rearfuture successors
1. Nominatesuccessorsaheadoftime,andpassontheroleofprojectleader/frontrunnertothenextgeneration,throughmeasuresincludingstrategicOJT*.
2. Handdowninitiativeswhereverpossible,whilenurturingsuccessors.3. Find successors by proactively engaging and communicatingwith organizations
implementing similarprojects, academic and research institutions in similar fields,NPOs,specialists/researchersandotherveterans.
Case Study 15−1
Case Study 15−2
Organization: Tokushima City Tsuda Junior High School (Tokushima City, Tokushima Prefecture,)
Organization: Iida City Red Cross Outreach Movement (Iida City, Nagano Prefecuture)
Solution
Solution
Issue
Issue
Project leaderappointedandmentoredasub-leaderwhomheentrustedwithspecificroles,involvingthissub-leaderinallaspectsofdisasterresilienceeducationrangingfromconveninglecturesonresiliencetominglingwithlocalresidents.Currently,while theproject leaderof theschool'sactivitieshassincebeentransferredtoanotherschool,theincumbentsub-leaderhastakenupthereigns fromhispredecessorand iscontinuingto implementdisasterresilienceeducationattheschool.
Astheperformingofpictureshowscanbedonewithrelativeeasebyanybody,thestaffdecidedtoseparatethecreationandperformanceofpicturestoryshowsintoseparateentities.Theyorganizedjointperformanceswithelementaryschoolsinthecity(puppetplayclub)andalsotaughtperformancestootherRedCrosschapters.Inthisway,theydecidedtobroadentheir initiativesbycultivatingsuccessorswhocouldperformthepicturestoryshows.
Creatingpicturestoryshows,asaformofdisasterresilienceeducationrequiresvariousskillssuchascomposition,scripting,andillustration,makingitdifficulttonurturesuccessors.
* (Referstotheprocessintheworkplacewherebystaffmembers,throughtheexecutionofspecificduties,intentionallyandsystematicallyeducateandprovidetheirjuniorcolleagueswiththeknowledge,skills,andapproachtoinitiatives,onanongoingbasis.)
Project Leaders
47
*1 “DisasterResilienceFunMaze”wasdevelopedasa teachingmaterialconducive toenjoyableresilienceeducation.Usinga4-way10meterwoodenmaze,andbasedonthescenariothatyourhousehascollapsedduringadisasterandhasendeduplikeamaze,participantsenjoygamesincludinglookingforhiddenpicturecards,andmakingdisasterresiliencemapsthroughassemblingthemazetolooklikeasmalltown.
*2 DRIwasestablishedwiththeaimofpassingontheexperiencesof theGreatHanshin-AwajiEarthquakeand thenputting these lessons intopractice inorder tocreateadisaster-awareculture,toimproveregionaldisasterresiliencecapabilities,andtosupportthedevelopmentofdisasterpreventionpolicies.Throughthis,itwillbepossibletocreateasafeandsecureciviccollaborativesocietycapableofmitigatingdisasters.(URL:http://www.dri.ne.jp/wordpress/index.php)
Byleasingthe“DisasterResilienceFunMaze”*1,whichwasdevelopedasa teachingmaterial fordisasterresilienceeducation,asadisasterresiliencetrainingfacilitytoexhibitionfacilitiescountrywide(suchasthefamous“DisasterReductionandHumanRenovationInstitution”*2 ),theNPOwasabletointroduceitsteachingmaterialstovariousorganizationsandtospreadforthitsinitiatives.
Therewasalimittohavingjustonepersonofferingoutreachclassesthroughoutthecountry,sothisNPOneededto findcollaborators tohelpspreaditsdisasterresilienceeducationinitiatives.
ExhibitingteachingmaterialsintheguidanceroomoftheDisasterReductionandHuman
RenovationInstitution
ExhibitedatresilienceeventinHyogoPrefecture
Case Study 15−3Organization: NPO Himawari no yume project (Kobe City, Hyogo Prefecture)
Solution
Issue
Chapter318PointsregardingimplementationContinuationPhase
48
16
The“Cooking-stoveBenchActivitiesHandbook”detailshowtomakethebenchesaswellasideasforusingthebenchesforcommunityactivities.
Render know-how andexperience into explicit knowledge
Solution
Solution
Issue
Issue
ForthedisasterresilienceeducationteachingmaterialsdevelopedbythisNPO,apatentwasacquiredanda levelofstandardswereappliedtothemethodofusage, toensure that theaimsand intentionsof the teachingmaterialswerenotwronglyinterpretedormisconceived.
Wecreatedthe“ActivitiesHandbook”and“Manual forBuildingCooking-stoveBench"using financialaid received fromthe“DisasterManagementEducationChallengePlan”.Indoingso,theschoolwasabletoputtheirknow-how intowritten formand share itwithothers, ensuring that theirinitiativeswerepassedon.(However,themanualisnotsimplypassedon,andtheintegralpartsofdisasterresilienceeducationneedtobeexplaineddirectly).
Oncethe initiativesof thisorganizationbegantospreadout,measureswereneededsothattheoriginalaimsandconceptsof initiativeswerepassedonintheorganization'soriginal intendedmanner.AsthisNPO's initiativesbegantospreadfarandwide,theyneededastrategytoguaranteeastandardizedstyleinordertomaintainandcorrectlycommunicatetheoriginalaimsandconceptsoftheinitiatives.
Neededconcisematerialswithwell-organizedaims,processesandkeypointsfor initiatives inorder to furtherdisseminatedisaster resilienceeducationinitiatives.
Case Study 16−1
Case Study 16−2
Organization: Shiga Prefectural Hikone Technical High School (Hikone City, Shiga Prefecture)
Organization: NPO Himawari no yume project (Kobe City, Hyogo Prefecture)
Documenttheprocessesandkeypointsof initiatives intomanualsand/orhandbooks,inordertohanddownknowledgeandknow-how.
Main Contents of HandbookI. Introduction−explanationofCooking-stoveBench,significanceand
possibilitiesofmakingit.II. Contentsofactivities−Protocol/sequenceformakingCooking-stoveBenchIII. Otheractivities−Priorlearning/ideasforexchangeprogramscentered
onmakingaCooking-stoveBench,howtocultivatesuccessors,etc.IV. Suggestions forgainingknowledgeand fordevelopingactivities−
aboutsuggestions forspreadingactivities fordisaster resilienceandmitigation
V. Reference−minglingwithotherbodiesandcollaboratorsVI. Conclusion
Materials
49
Byreturninginitiativesandsuccessestothecommunity,amplifytheireffects.
17
Tsunamisimulationataresilienceevent Thetsunamisimulationhasbeencarriedoutnearly100times
Tsunamisimulationevent-numberoftimesperformed
(From2005-2013)
Venue Number
ElementarySchool 29
JuniorHighSchool 6
HighSchool 6
University 4
Event/Presentation 52
Total 97
* Held inTokyo inJanuary2014withtheaimofsharingthecollectivedisasterresilienceknow-howaccruedaround theworld, to nurture“the future frontlineof disasterresilience”,andto further raisedisaster resilienceawarenessaswellasawarenessofsocialparticipation.
IngenuityShare your resultsand successes with external parties
Solution
Issue
Case Study 17−1Organization: Iwate Prefectural Miyako Technical High School (Miyako City, Iwate Prefecture)
Everyyear,theschoolnotifiedotherschoolsinthecommunityincludedinthetsunamisimulationmodel,thattheywouldbeperformingatsunamisimulationdemonstrationsession,whichtheythendidthroughoutreachclasses.Aswellas responding torequests fordemonstrations fromother resilience-relatedevents, theypresented theirmodelat the“1.17DisasterReductionFutureAward“BousaiKoshien””andat the“JuniorHigh/HighSchoolStudents’All-JapanDisasterResilienceConference”*attractingtheattentionofthemassmedia.Theyalsodidoutreachclassesforothercommunities.Thetsunamisimulationusesasophisticated3-Dmodelwithflowingwaterto
allowpeopletoexperiencehowtsunamismoveandtherangeofinundation.Itisaccessibletoeveryonefromchildrentotheelderlyandhasahighimpact.
This industrialhighschoolused itsequipmentandtechnologicalexpertise tocreateahighlyrealisticmodel.Theschoolwaskeentousethisasateachingmaterial to carry out awareness-raising activities about tsunami damagethroughoutthecommunity.
Chapter318PointsregardingimplementationContinuationPhase
50
18
Receivingawardcertificatesforthe“DisasterManagementEducationChallengePlan”
Attheceremonyofthe“1.17DisasterReductionFutureAward“BousaiKoshien””
Reviseprograms/contentbasedonself-appraisalandexternalappraisal.
Regularly reviewcontents of activities
Framework
Funds
Materials
Solution
Issue
Case Study 18−1Organization: Kesennuma City Hashikami Junior High School (Kesennuma City, Miyagi Prefecture)
OntheadviceofKessenumaCity,weappliedtoprogramsincludingthe“DisasterManagementEducationChallengePlan”,“1.17DisasterReductionFutureAward“BousaiKoshien””.Theaimofthiswastoreceiveobjectivefeedbackfromexternalparties.Atthesametime,theycouldgainallsortsofnewideas fromtheinitiativesofotherschoolsandparticipatingorganizations.
Inorder to improveexistingdisasterresilienceeducation initiativesfurtherand toensure that theycontinue, itwasnecessary togainexternal feedbackonthe fruitsof these initiativesaswellas learningand implementingnew insightsandperspectives from initiativesofotherorganizations.
51
Regarding review/revision of the contents of activities for disaster resilience education.Using thePDCACycle* (which iswidelyused inoperationsmanagement)
allowsorganizations toevaluateandre-think their initiativesonanongoingbasis.Thishelpsorganizationstomaintaineffectiveandefficientactivities.
Exampleofare-think/review○RegardingProgram:Increasetargetgroup.:Incorporatenewoptions,etc.
○RegardingFramework:Link-upwithotherorganizations,lookintocollaborations,etc.
○RegardingFunds: Regularly examinemethods for ensuring routine income, in order toincreaseactivitiesfunds,etc.
* PDCACycleRepeatingthe4stagesofPlan→Do→Check→Actiontocontinuallyimproveoperationsusavaluableconceptforcarryingondisasterresilienceeducation.
Reference 18−1
Chapter318PointsregardingimplementationContinuationPhase
Reference Materials
54
Classification Name /Title (A-Z order) URL
GovernmentMinistries/Agencies
JapanMeteorologicalAgency(JMA),MinistryofLand,Infrastructure,TransportandTourism(MLIT) http://www.jma.go.jp/jma/index.html
MLITDisasterPreventInformationCenter http://www.mlit.go.jp/saigai/bosaijoho/
FireandDisasterManagementAgency(FDMA)(e-college) http://open.fdma.go.jp/e-college/
CabinetOffice(DisasterResilienceInformationPage) http://www.bousai.go.jp/ProgramforthePromotionofSupportforDisasterPreventionEducation,MinistryofEducation,Culture,Sports,ScienceandTechnology http://www.jishin.go.jp/main/bosai/kyoiku-shien/bosai.html
Facilitiesforlearning
aboutdisaster
resilience/Hands-onexperiencevenuesetc.
Orataru(NagaokaCity,NiigataPrefecture) http://c-marugoto.jp/yamakoshi/
TheKIZUNACenterinKawaguchi(NagaokaCity,NiigataPrefecture) http://c-marugoto.jp/kawaguchi/
KiokuMirai(NagaokaCity,NiigataPrefecture) http://c-marugoto.jp/nagaoka/
TheTokyoRinkaiDisasterPreventionPark(KotoWard,Tokyo) http://www.ktr.mlit.go.jp/showa/tokyorinkai/
Sonaekan(OjiyaCity,NiigataPrefecture) http://c-marugoto.jp/ojiya/
IkebukuroLifeSafetyLearningCenter,TokyoFireDepartment(ToshimaWard,Tokyo) http://www.tfd.metro.tokyo.jp/hp-ikbskan
FireMuseum,TokyoFireDepartment(ShinjukuWard,Tokyo) http://www.tfd.metro.tokyo.jp/ts/museum.html
TachikawaLifeSafetyLearningCenter,TokyoFireDepartment(TachikawaCity,Tokyo) http://www.tfd.metro.tokyo.jp/hp-ttbskan
HonjoLifeSafetyLearningCenter,TokyoFireDepartment(SumidaWard,Tokyo) http://www.tfd.metro.tokyo.jp/hp-hjbskan
DisasterReductionandHumanRenovationInstitution(KobeCity,HyogoPrefecture) http://www.dri.ne.jp/wordpress/index.php
NPO/NGO
NHK"SonaeruBousai" http://www.nhk.or.jp/sonae/
PASCOCORPORATIONDisasterPhotographyInfo http://www.pasco.co.jp/disaster_info/
SBKResearchInstitute http://www.sbk.or.jp/
AssociationforthePromotionofDisasterPreventionVolunteers http://www.saigai.or.jp/
Non-ProfitOrganizationRescueStockYard http://www.rsy-nagoya.com/
Academic
InstituteofSocialSafetyScience http://www.isss.info/index.html
JapanSocietyofCivilEngineers http://www.jsce.or.jp/index.html
TheVolcanologicalSocietyofJapan http://www.kazan-g.sakura.ne.jp/J/index.html
MeteorologicalSocietyofJapan http://www.metsoc.jp/
ArchitecturalInstituteofJapan http://www.aij.or.jp/
JapanSocietyforDisasterInformationStudies http://www.jasdis.gr.jp/index.html
TheSeismologicalSocietyofJapan http://www.zisin.jp/
ResearchCentres
DisasterPreventionResearchInstitute(DPRI),KyotoUniversity http://www.dpri.kyoto-u.ac.jp/web_j/index_topics.html
BuildingResearchInstitute http://www.kenken.go.jp/index.html
Disasterprevention・SocialcontributionUnit,KobeGakuinUniversity http://www.kobegakuin.ac.jp/gakusai/bousai.html
PortandAirportResearchInstitute http://www.pari.go.jp/index.html
NationalInstituteforLandandInfrastructureManagement http://www.nilim.go.jp/index.html
CenterforIntegratedResearchandEducationofNaturalHazards,ShizuokaUniversity http://sakuya.ed.shizuoka.ac.jp/sbosai/menu01.html
EarthquakeResearchInstitute,TheUniversityofTokyo http://www.eri.u-tokyo.ac.jp/Jhome.html
InstituteofIndustrialScience,theUniversityofTokyo http://www.iis.u-tokyo.ac.jp/index.html
PublicWorksResearchInstitute http://www.pwri.go.jp/index.html
DisasterManagementOffice,NagoyaUniversity http://www.seis.nagoya-u.ac.jp/taisaku/
EducationCenterforDisasterReduction,UniversityofHyogo http://ecdr-u-hyogo-ac.jp/
NationalResearchInstituteforEarthScienceandDisasterPrevention http://www.bosai.go.jp/index.htmlAdvancedCourseforDisasterMitigation(Umashi-kuni-okoshiMieSakimoriJyuku),MieUniversity http://www.sakimori.eng.mie-u.ac.jp/
CenterforResearchandEducationofDisasterReduction,WakayamaUniversity http://www.wakayama-u.ac.jp/bousai/
(Source:CabinetOfficeDisasterResilienceInformationPage(informationlinksthatcanbeusedasreferencesforpromotingcivilmovements)
* Aswellasthese,itispossibletogainexpertknow-howrelatedtodisasterresiliencefromrelevantdepartmentsinlocalpublicbodies.
Reference –1:List of principal organizations providing information relating to disaster resilience
55
Name of Materials Issuing Organization URLPromotionofthedisasterresilienceeducation(ThemeetingmaterialoftheWorkingGroup1,AssociationofPrefecturalBoardofEducationSuperintendents)
NationalCouncilofPrefecturalBoardsofEducation
http://www.kyoi-ren.gr.jp/report/H24bukai/h24itibukai.pdf
Casestudies/examplesofimplementingdisasterresilienceeducation
HokkaidoGovernmentBoardofEducation
http://www.dokyoi.pref.hokkaido.lg.jp/hk/ssa/bosai_jirei.htm
KamaishiCityhandbookforeducationregardingtsunamidisasterreduction
KamaishiCityBoardofEducation
http://www.city.kamaishi.iwate.jp/index.cfm/10,0,109,445,html
MiyagiSchoolsBasicSafetyGuidelines,GuidelineforDraftingSchoolDisasterResilienceManuals
MiyagiPrefectureBoardofEducation
http://www.pref.miyagi.jp/soshiki/supoken/anzen.html
Casestudiesofdisasterresilienceeducationinschools,Schoolmanualforresilienceagainstseismicdisasters,Materialsforteachingdisasterresilienceatschools
ChibaPrefectureBoardofEducation
http://www.pref.chiba.lg.jp/kyouiku/anzen/saigai-anzen/index.html
NaraPrefecturalSchoolsPlanforPromotingEducationforSeismicDisasterResilience
NaraPrefectureBoardofEducation http://www.pref.nara.jp/kyoiku/
Handbookforteachingdisasterresilienceeducation,Sidereadingtoeducatefordisastermitigation
WakayamaPrefectureBoardofEducation
http://www.pref.wakayama.lg.jp/prefg/500100/koumoku2/sub10_1.html
Schooldisastermanagementmanual,Materialsfordisasterresilienceeducation
HyogoPrefectureBoardofEducation
http://www.hyogo-c.ed.jp/~board-bo/gakkou.html
SchoolDisasterResponseManual-DraftingGuidelines HimejiCityBoardofEducation
http://www.city.himeji.lg.jp/s110/2212774/_28949.html
SchoolDisasterManagementManual,Materialsfordisasterresilienceeducation
TokushimaPrefectureBoardofEducation
https://www3.tokushima-ec.ed.jp/bousai/
Type Name (A-Z order) Contact Details
National/RegionalPublicBodies
RegionalHQenterpriseforsupportingschools EnterpriseunderMEXTjurisdiction.Pointofcontactislocalpublicbodies(boardofeducation)Comprehensivesupportenterprise forpracticaldisaster
resilienceeducation(Schooldisasterresilienceadvisor)
PubliclyFundedEnterprises
ExecutiveCommitteeforDisasterManagementEducationChallengePlan http://www.bosai-study.net/top.html
NPO/NGOetc.
Association for thePromotionofDisaster PreventionVolunteers http://www.saigai.or.jp
NonprofitOrganizationSakuranet http://npo-sakura.net/
NonprofitOrganizationRescueStockYard http://www.rsy-nagoya.com/
DisasterResilienceNetworkPlan http://homepage3.nifty.com/BOUSAI_NWP/index.html
Reference –2:Examples of guides issued by prominent local public bodies
Reference –3:Examples of consultation services regarding advisor systems
ReferenceMaterials
56
Type Name (A-Z) Contact Details
Game
Crossroad TeamCrossroad http://maechan.net/crossroad/toukou.html
DisasterInformation&CommunicationsExerciseProgram(DICE)
AssociationforthePromotionofDisasterPreventionVolunteers
http://www.saigai.or.jp/info/2014/0815104354.html
Earthquakeschool NPOPlusArts http://www.plus-arts.net/
BousaiDuck TheGeneralInsuranceAssociationofJapan
http://www.sonpo.or.jp/archive/publish/education/0008.html
Appsforlearningaboutdisasterresilience
SafeHomeReturnMapService PASCOCORPORATION https://www2.kitakumap.com/
Sonaemon GifuPrefecturehttp://www.pref.gifu.lg.jp/kensei-unei/kocho-koho/event-calendar/sonota/joho-sangyo/sonaemon.html
TsunamiARApp MiyagiUniversityofEducation/TOHOKUUNIVERSITY
http://www.miyakyo-u.ac.jp/news/general/-ar.html
Tensai!(catastrophe)Studyaid
TheUniversityofTokyo/CADCENTERCORPORATION
http://www.cadcenter.co.jp/camp/ARscope.html
OtherTeachingMaterials
100dollarearthquakereinforcement
MeguroLaboratory,InstituteofIndustrialScience,theUniversityofTokyo
http://risk-mg.iis.u-tokyo.ac.jp/top/top.html
SafeandSoundplacards -
"Rabbitfamily"disasterresiliencegoodsselection
AssociationforthePromotionofDisasterPreventionVolunteers
http://www.saigai.or.jp/info/2014/0529161411.html
Furniturefixation TokyoFireDepartments http://www.tfd.metro.tokyo.jp/hp-bousaika/kaguten/handbook/
Dramas/sketches -
Disastertoiletusageguide NPOJapanToiletLabo. http://www.toilet.or.jp/toilet-guide/index.html
Bururu Fukuwalabolatory,NagoyaUniversity
http://www.sharaku.nuac.nagoya-u.ac.jp/laboFT/bururu/index.htm
Disasterresiliencepictureshows
FireandDisasterManagementAgency,MinistryofInternalAffairsandCommunications
http://www.fdma.go.jp/syobodan/bousai/
Disasterresilienceplayingcards
MuseumofFireSafety&DisasterPreparedness,etc.
http://www.bousaihaku.com/cgi-bin/hp/index5.cgi?ac1=P205&Page=hpd5_tmp
50examplesofpracticaldisasterresilienceeducation
EDUPEDIA https://edupedia.jp/articles/keyword/53233f7d059b682d585b4cd0
Leafletsfordisasterresilienceeducation NPOSakuranet http://www.npo-sakura.net/disaster.
php
Safetyhood -
MeguroMakiMeguroLaboratory,InstituteofIndustrialScience,theUniversityofTokyo
http://risk-mg.iis.u-tokyo.ac.jp/meguromaki/meguro_maki.pdf
Nurserysongs/music -
Reference –4:Examples of creative disaster resilience education contents
57
Name (A-Z) Outline Contact Details
Iza!KaeruCaravan!
Disasterresilienceeventsforkids,combiningthe"KaekkoBazaar"(exchangeoftoys)andexperientialexercises.Kidslearnskillsandknowledgeaboutfire-extinguishing,rescuing,first-aiding,etc.throughthevariousactivitiesincludinggames,workshops,physicalexercises,puppetshows.Theycanalsogetthepointsforexchangeoftoysthroughtheseexercises.
NPOPlusArts http://www.plus-arts.net/?p=15458
GreatShakeOutEarthquakeDrills
Drillsforpeopletopracticehowtoprotectthemselves("Drop,Cover,andHoldOn")whenanearthquakeoccurs.Theparticipantsactsimultaneouslyineachplaceataspecificdateandtime.
TheGreatJapanShakeOut http://www.shakeout.jp/
Swimmingfully-clothed
Trainingforswimmingwithfullclothes.Peoplelearnhowtosurvive(floatandmove)intheeventofwaterdisaster/accidents.
Thesocietyofwaterrescueandsurvivalresearch
http://wr.umin.jp/
DIG(DisasterImaginationGame)
Adrillutilizingon-sitemapstoexaminetheregionaldisastercountermeasuresbyparticipants.
FacultyofSocialandEnvironmentalStudies,TokohaUniversity
http://www.tokoha-u.ac.jp/department/social/index.html
HUG(Hinanzyo("evacuationcenter")Unei("management")Game)
Asimulationgameforrunninganevacuationcenteranddealingwithallsortsofproblems.
ShizuokaPrefecture http://www.pref.shizuoka.jp/bousai/seibu/hug/index.html
Disasterresiliencesportsday
Asportsdayfullofdisasterresilienceelementsincludingbucketsrelayandstretchercarrying.
ー
Disasterresiliencecamp
Trainingfordailylivinginaevacuationcenterwithoututilities(runningwater,electricity,gas),throughsimulatedoutdoorexperiences.
MinistryofEducation,Culture,Sports,ScienceandTechnology
http://www.mext.go.jp/a_menu/sports/ikusei/taiken.htm
Reference –5:Examples of disaster drills
ReferenceMaterials
58
Category Project/ImplementingBody(Japanesesyllabaryorder) ContactDetails
National/Regional
PublicBody
Subsidiesforactivitiesofvoluntarydisastermanagementorganization
Disastermanagementsectionofeachlocalmunicipality
Comprehensivesupportprojectsforpracticaldisasterresilienceeducation(modelschoolsforpromotionofdisasterresilienceeducation,etc.)
ProjectsunderthejurisdictionoftheMinistryofEducation,Culture,Sports,ScienceandTechnologyPointofcontact:localmunicipalities(boardofeducation)
NeighborhoodAssociationsforDisasterResilienceinTokyo http://www.bousai.metro.tokyo.jp/tonarigumi/
Councilforpromotionofdisasterresilienceeducation
Pointofcontact:localmunicipalities(boardofeducation)
HyogoSafetyDayPromotionCommittee http://19950117hyogo.jp/
Disasterpreventiontowndevelopmentaward(FireandDisasterManagementAgency) http://www.fdma.go.jp/
PubliclyFunded
Enterpriseetc.
Mapcontestof“ExplorationforDisasterPrevention”forelementaryschoolchildren http://www.sonpo.or.jp/
DisasterManagementEducationChallengePlan http://www.bosai-study.net/top.html
1.17DisasterReductionFutureAward“BousaiKoshien” http://npo-sakura.net/bousai-koushien/
Corporations,Funds,NPOs
etc.
KiguchiFoundation http://kiguchi.or.jp/
JRWestReliefFoundation http://www.jrw-relief-f.or.jp/index.html
DaiwaSecuritiesFoundation http://www.daiwa-grp.jp/dsf/index.html
TheToyotaFoundation http://www.toyotafound.or.jp/
TheNipponFoundation http://www.nippon-foundation.or.jp/
JapanLotteryAssociation http://jla-takarakuji.or.jp/
FosteringofsocialcontributionworksbyNewYear'sCarddonation(JapanPost) https://www.post.japanpost.jp/kifu/index.html
Subsidiesfornurturing"Bousaisi"(disastermanagementexpert)(JapanBousaisiSociety) http://www.bousaisikai.jp/
Reference –6:Examples of major subsidization schemes and honors systems.
Implementation Handbookfor Disaster Resilience Education at theRegional Level
2015/March
publication CabinetOffice(DisasterManagementOffice) ImplementationCommitteefor DisasterManagementEducationChallengePlan
(address) CentralGovernmentBuildingNo.8,1-6-1,Nagatacho,Chiyoda-ku,Tokyo,100-8914,Japan
TEL 03(5253)2111http://www.bousai.go.jp/index.html