Education for Natural Disaster Reduction in Japan and HFA; from the Viewpoint of Japanese Culture

Transcription

1 Group 1 Discussion I Issues and direction of the Japanese Disaster Risk Reduction (DRR) in education sector Education for Natural Disaster Reduction in Japan and HFA; from the Viewpoint of Japanese Culture Shiga University, Japan Professor,FUJIOKA Tatsuya

2 CONTENTS Introduction 1. The natural features of Japan Islands and Development of Science and Technology 2. HFA and the Significance of Education for Natural Disaster Reduction in Japan (1) The 2011 Great East Japan Earthquake (2) Many kinds of Natural Disasters in Japan (3) Training and learning on Natural Disaster Reduction: community level, school education

3 Introduction Focusing on environment and disaster as keywords for considering the future of the relationship between the natural environment and human activity Science and technology, environmental problems and education for natural disaster reduction in Japan within the framework of the historical environment and sociocultural veins that were shaped by that environment and natural history.

4 SUMMARY of the Hyogo Framework for Action :Building the Resilience of Nations and Communities to Disasters (Hyogo Framework) Priorities for Action 3. Use knowledge, innovation and education to build a culture of safety and resilience at all levels (1) Providing relevant information on disaster risks and means of protection, especially for citizens in high-risk areas;

5 (2) Strengthening networks and promoting dialogue and cooperation among disaster experts, technical and scientific specialists, planners and other stakeholders; (3) Including disaster risk reduction subject matter in formal, non-formal, and informal education and training activities; (4) Developing or strengthening communitybased disaster risk management programmes; and, (5) Working with the media in disaster risk reduction awareness activities.

6 Pacific Ocean Japan Island surrounded by sea

7 The 2011 Great East Japan Earthquake After the Great Tsunami (Killer Waves) Over 18,000 people are killed by this Tsunami 7

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10 The burned school after Tsunami 10

11 Ministry of Education, Culture, Sports, Science and Technology(MEXT,2012,2013) 11

12 After the Great East Japan Earthquake, teacher inservice training is carried out in each area. On National Center for Teacher s Development in Japan 12

13 Yamagata prefectural education board There are various kinds of teacher in-service training which can expect to raise a teacher's ability and nature about disaster prevention education. Sendai Municipal Board of Education 13

14 Workshop type teacher training

15 Fukushima Daiichi Nuclear Power Plant In Fukushima Prefecture, where severe damage by nuclear power plant accident was followed, the Board of Education has planned and conducted several projects for resilience, such as development of the in-service teacher training program of Disaster Education and Radiation Education for all public schools and the distribution of a series of supplementary textbooks and teacher s guides.

16 The teacher s guidebooks for disaster and radiation education edited by the school board

17 In-service training at the capital city of Fukushima Prefecture in Aidu and Kenpoku Area

18 Totally, more than 800 leading teachers from all public schools participated in a locally held in-service program, with the use of newly developed materials. The teacher training program covered the following contents: (1) the disaster memorial education (2) the understanding of the natural environment of Fukushima Prefecture where any kind of natural disaster can occur, such as heavy rain, snow, earthquake, tsunami and volcanic eruption,

19 (3) the blessings of nature and the attachment for the homeland through the awareness of the rich culture and tradition to be praised (4) the recognition of the nature of STS (Science, Technology and Society) (5) the integrated initiatives of school and community for safe and secure local place and human development. The implementation rates of radiation and disaster prevention education in public elementary and junior high schools were 100% and 95.8% respectively in 2013.

20 A questionnaire revealed that, depending on our developed materials, each school has prepared an overall disaster prevention plan, which was concerned for the actual condition of the students and community. Fukushima Prefecture has entered into the next longterm stage, overcoming the chaotic confusion.

21 Japan is situated in one of the world s most active volcanic and seismic belts, along with the other countries along the Pacific Rim. In the case of Japan, four tectonic plates jostle against each other beneath or in the immediate 温帯モンスーンに属し, 海に囲まれている

22 In this place where disasters are likely to occur, people search for some slight security in their lives. Natural conditions present another face of blessings to the people of Japan, supporting physical supplies of mineral and food resources and geothermal hot springs, and the spiritual nourishment of the varied landscapes showcased in the country s national parks.

23 Volcanoes in Japan Over 80% National Park in Japan are concerning volcanic activity Hot Spring 23

24 Mt.Usu eruppted in 2000 The volcano which appeared in 20 C

25 Geopark in Japan(Shimabara) The newest volcano formed 24 years ago Primary school burned by eruption in 1991

26 Eruption in 1986 Mt.MIHARAYAMA 26

27 Three patterns of the damage caused by an earthquake Mid Niigata prefecture Earthquake in off the Pacific coast of Tohoku Earthquake Hyogoken-Nanbu Earthquake in 1995 Kyoto, Osaka.Shiga University Tokyo 2020 TOKYO 27

28 Hyogoken-Nanbu Earthquake in 1995 Modern City like Kobe were attacked by earthquake. Not only wooden houses, but also railways or high-ways were damaged. Over 6000 people were killed in this earthquake.

29 Mid Niigata prefecture Earthquake in 2004 Kawaguchi in the Mid Niigata prefecture

30 Natural Scenery Natural Phenomenon Natural Disasters Rice Field called Tanada Collapse by Landslip

31 The school shelter after the The Niigataken Chuetsu-oki Earthquake in 2007 Portable toilets 31

32 Lesson in Primary School after the Earthquake

33 A family camp in Myoko Natural House

34 The Niigataken Chuetsu-oki Earthquake in 2007 Damages for Neuclear atomic power plant 34

35 Primary School The Niigata Flood Disaster on July 13, 2004 occurred at Sanjou City Japan is also in the temperate monsoon zone, receiving higher annual levels of rainfall than 35

36 The History of Battles against Flood Damage in Japan The Yayoi Period (about 400 BCE to 300 CE) developed alluvial plains brought rice cultivation Whereas flood hazard areas were not previously inhabited, rice cultivation brought society s living spaces into the river basins Countermeasures against flooding and flood damage in Japan

37 We have to study the history of disaster occurred in our area. Great Earthquake (1854) The picture which the earthquake and tsunami was expressed about 200 years ago in Osaka

38 In this place where disasters are likely to occur, people search for some slight security in their lives. Natural conditions present another face of blessings to the people of Japan, supporting physical supplies of mineral and food resources and geothermal hot springs, and the spiritual nourishment of the varied landscapes Japanese archipelago showcased has in the been country s formed in the national equilibrium parks. of the earth s inner energies which cause the crustal disturbances of volcanic and seismic activity, and the solar energies that drive the water cycle.

39 After Hyogoken-Nanbu Earthquake in 1995 In-service training of teachers

40 Relationships between nature and human activities Natural Landscape Natural Phenomenon Two-sidedness of nature Blessings of nature Equilibrium of the earth s Volcanic and Seismic activity Flood disaster Earth s inner energies Affection to human activities Natural Disasters The features of Japan the Solar energies

41 A bench with the role of the hearth which people of the area made The lesson about disaster prevention, and training 41

42 The subject of energy Sustainable Development? Nuclear power plant damaged by the Niigata prefecture Earthquake in 2007

43 After the Fukushima Daiichi nuclear power plant accident Investigation of a dose of radiation(fukushima Pref.) from

44 The Need to Place Science and Technology in a Social Context (STS Issues) For environmental issues related to natural disasters, there is a recognized need to place science and technology in a social context. Environmental problems are problems of the interconnection of science, technology and society, hence the resolution of environmental problems cannot be achieved by science and technology alone.

45 There are many kinds of Social problems Interconnection of science, technology and society Prevention for Natural Disasters Knowledge Technology Science Environmental Problem Decision making Society Consensus building Group level Action Personal level What kind of human society we are creating Informed Consent

46 UN Education for Sustainable development ( ) This is the final year of the UN Decade of Education for Sustainable Development. Their importance may be sinking in, but currently we are only at the point of groping for specific contents and methods.

47 The Problem of Natural disasters. Not only in Japan Country Year Disaster Victims Armenia 1988 Earthquake 25,000 Iran 1990 Earthquake 35,000 Bangladesh 1991 Cyclone Flood 140,000 Venezuela 1999 Flood 30,000 Iran 2003 Earthquake 27,000 Indonesia 2004 Earthquake Tsunami 280,000 Pakistan 2005 Earthquake 80,000 Myanmar 2008 Cyclone Flood 130,000 Especially, Asia! China 2008 Earthquake 90, Haiti 2010 Earthquake 200,000

48 ISDR Global Platform for Disaster Risk Reduction in Geneva, Switzerland 48

49 Education for the prevention and mitigation of natural disasters strongly linked to Purposes and programs of environmental education and ESD Conversely, it would not be an overstatement to say the substance of Geoscience education should concern the need to address immediate local issues as problems of global scale. Yet the angles of approach can be quite multifaceted.

50 We have the opportunity today to reaffirm our reverence for nature as well as to reflect on what kind of human society we are creating. Today, numerous natural disasters occur around the world along with an awareness of the two-sidedness of nature Efforts to prevent and mitigate them in the future have become an urgent problem It may be time to reconsider the idea of harmony with nature, and of harmony in human activities