implementation handbook for disaster resilience education

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.


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.


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.


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


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）】





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


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


Solution

Issue

Facilitators


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


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.


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)


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 7−1Organization：Aichi Prefectural Handa Commercial High School（Handa City, Aichi Prefecuture）


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)


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


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


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.


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


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


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.


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


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


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.


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


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

implementation handbook for disaster resilience education

Documents