Aiko Sakurai 교수

Since the International Decade for Natural Disaster Reduction began in the 1990s, education has been recognized as having a cross-cutting role in disaster reduction by extending the people’s engagement to the creation and maintenance of sustainable communities internationally. During the same period, Japan has experienced large earthquakes, following which Japan has promoted comprehensive school safety and practical disaster education. Although conditions may vary between Japan and other countri

The study assessed the depth of school disaster safety at public elementary schools in Banda Aceh City, Indonesia in terms of comprehensive school safety, especially school location, disaster management and disaster education. The findings indicate that 56% of public elementary schools in Banda Aceh City are exposed to high tsunami risk, and most externally driven school disaster preparedness activities were not continued by the schools due to lack of ownership and funding. To realize comprehens

Abstract Community-based disaster risk reduction (CBDRR) is considered to be the core of any risk reduction approach. CBDRR is defined as an approach that seeks to: (1) reduce the vulnerabilities and increase the capacities of vulnerable groups and communities to cope with, prevent, or minimize loss and damage to life, property, and the environment, (2) minimize human suffering, and (3) hasten recovery (Shaw 2016).

1.1 Background The Republic of Yemen is one of the poorest countries in the world. With a per capita GNI of US$550,it has a population of20.3 million(World Bank,2004).Its annual population growth of3.1 percent has weakened the impact of economic growth and social development. The2004 Human Development Index(HDI)ranks Yemen as 151st out of177 countries (UNDP,2004),which implies that education and health standards are lacking in the country in comparison to other countries. In the education sector

Abstract The dimension and degree of a disaster can depend on the vulnerability of the location, the people and the community. One of the key lessons learnt from the 2011 Great East Japan Earthquake disaster was that schools should prepare a school contingency plan in advance. To do so, they should fully understand their school’s disaster risk in the worst-case scenario in order to protect children’s lives at the school. Therefore, schools are required to customise their preparedness measures ac

I.Introduction Lao People’s Democratic Republic(the Lao PDR)is one of the poorest and least developed countries in the East Asian region. In 2003, its per capita income was estimated at US$340, with an estimated thirty-three percent of its 236,800 population living on less than US$2 per day. This low income is despite the fact that the country has significant natural resources, such as forestry, minerals, and hydro-electric power. Agriculture remains the major sector of the economy, with a contr

This chapter investigates the evolution of Japanese disaster education since the 1995 Hanshin-Awaji earthquake and in the wake of the 2011 Great East Japan Earthquake and tsunami by applying a disaster risk reduction (DRR) framework. In 2010, United Nations Education, Scientific and Cultural Organisation identified three priorities for addressing global sustainable development challenges through education for sustainable development – climate change, biodiversity and disaster risk reduction and