Chiharu Tanaka, Yuta Kato, Yosuke Yamamoto
Faculty of Education, Shizuoka University, Japan

Abstract. We visited Miyako and Rikuzentakata Cities in Iwate Prefecture which was severely affected by the Great East Japan Earthquake and Tsunami (2011) as a member of the Iwate Kakegawa Exchange Group in August 2019. We learned the damage caused by the disaster from affected people. Many said that the tsunami which swallowed all the towns, houses and schools was much higher than expected, and everything was gone. Despite catastrophic power of nature, preparing for a disaster will save lives and protect our community. We want to tell the children that even children can protect their lives by knowing the area they live well and checking evacuation sites and managing disaster prevention goods. So, we developed a class plan for elementary school children based on our experience in the disaster affected area. We are given an opportunity to teach this proposed plan in Yokosuka Elementary School, Kakegawa City in Shizuoka Prefecture. The class name is Disaster Prevention for Sustaining Towns and Living. This class aims so that the children become aware ‘What can we do now for earthquakes and tsunamis?’. The basic concepts on teaching and teaching materials is another earthquake bigger than the Great East Japan Earthquake is anticipated in Shizuoka. Children will explore how they and their town will be affected by the earthquake and consider what they can do now to reduce the damage, referring to the damage caused by the Great East Japan Earthquake. They explore about earthquake and tsunami by cross-curriculum leaning. By having a sense of alert about the earthquake disaster, we will cultivate an attitude to continue thinking about the earthquake disaster. Students learn the actual situation of the Great East Japan Earthquake, and the fact that the geographical features of Yokosuka Town and Rikuzentakata City are similar by reading maps and pictures, and they feel the sense of alert and the need for self-help for earthquakes and tsunamis. After that, children think over what they can do in preparation for earthquakes and tsunamis in small groups and share the ideas with the whole class. The goal of this class is that children grow attitude to continue thinking about disaster prevention and earthquake disaster. It is important for children to look for things they can do. For children, to know the area they live well and grow attitude of preventing disaster by themselves is the first step for sustainable community improvement. In addition, we believe that through this learning as ESD, we can aim to connect the learning with the SDGs’ 11th goral “Sustainable Cities and Communities”. Keywords: community, cross-curriculum learning, disaster prevention, elementary schoo read more

Jun Yamaguchi

Faculty of Education, Shizuoka University, Japan

Abstract: The school goal is “To be proactive.”  Introducing Olympics and Paralympics Education will involve Oyama residents in education and help students to think and act proactively. Oyama, a city of 18,000, is located at the foot of Mt Fuji, 100 km west of Tokyo.  It boasts beautiful nature and is famous for cultivating rice, wasabi and vegetables with snowmelt from Mt. Fuji.  The people and the government are highly supportive of education activities. The school has a long history of 146 years and a school population of 150 students.  It has been designated as an Olympics and Paralympics promotion school.  Both the Oyama city hall and the Fuji International Speedway are located near the school. As the city is the finishing point of the bike road races for the Olympics and the Paralympics, the city government set up the Olympics Promotion Bureau of Oyama in preparation for the races.  This represents a great opportunity to help students adopt a positive and proactive attitude toward the Olympics. Firstly, to boost students’ interest, we invited staff from the Olympics and Paralympics Bureau of Oyama to the school.  They gave Olympics and Paralympics badges to the students and appointed them as Oyama city Olympics Ambassadors.  Students were then divided into groups to do research on the Olympics and Paralympics.  Some students conducted interviews with the Olympics Bureau of Oyama.  Others read books in the school library and asked the authors questions through email.  With the help of the Bureau, the students then decided to make a presentation about the Olympics and Paralympics during their school festival.  The students and the Bureau also set up a booth together.  They conducted quizzes and brought in a road bike simulator, which was a big hit.  Lastly, the students collected small electronic devices for the Tokyo 2020 Medal Project. The Tokyo Organizing Committee of the Olympic and Paralympic games were collecting these to produce the Olympics and Paralympics medals.  The students collected e-waste from the Oyama people and sent them to the Tokyo 2020 Committee.  The Oyama government was impressed with the students’ actions and invited the students to the big ‘500-days-before Olympics’ event. The students promoted the Olympics and Paralympics to nearly 200 people, and this experience gave them a great sense of accomplishment. The school was very much appreciated by the city government and the Oyama people.  They liked the students’ presentations and thanked them for their large role in promoting the Olympics and Paralympics.The students became more interested in the Olympics and Paralympics.  The students experienced a sense of satisfaction after achieving a big goal together with the Oyama people.Only 4th grade students participated.  To include all students, a greater variety of age-appropriate approaches will be needed. read more

Hiroyuki Nishimoto, Wakana Iijima, Serina Tomita

Faculty of Education, Shizuoka University, Japan

Abstract. This paper aimed to explain about ESD initiatives in the public school education and reports how it was implemented in the school where the students experienced teaching practices. Firstly we explain about Japan’s government efforts and measure in implementing ESD. Secondly, we explain about teaching practice system. During the teaching practices period we gain experience in teaching and learn from in service Schoolteachers. When we had practical training at elementary and junior high schools we learnt not only about class management but also about teaching methods and worked with school children. We think that it is not enough to learn only from what is written in the academic textbook. Thus, teaching training practices is a precious experience to student trainees. Thirdly, we explain about ESD activities we have experienced during the teaching practices at the school that puts emphasis on ESD. At that school, during the “sougo gakushu (integrated study)” classes children were proactive and take the initiative in learning. From what we learnt and observed at the school, we conducted a Social Studies class in another about “Equal Rights”, a theme related to SDGs. However, we also had practical training at the schools that do not conduct any ESD activities, and it turned out to be that there are differences in awareness and efforts among public schools. At the last, we contextualize the national measures in implementing ESD at school level with what we have learned at the university and frame our idea. read more

Keiko Ikeda

Shizuoka University

Ikeda.Keiko@shizuoka.ac.jp

Abstract. This paper seeks to illustrate notable features of female leaders, their activities and positions in community-based disaster risk management organizations in Japan. It intends to offer the key to an understanding of enabling environment that women are accepted as disaster managers by the community, and gender-and-diversity-responsive disaster management policies fully function.  Based on hard-won lessons from the Great East Japan Disaster (2011), the government of Japan amended its Basic Disaster Management Plan and the Basic Plan for Gender Equality so as to accommodate different needs of women and men, at the same time to promote women’s participation at all stages of the disaster cycle. By doing so, the national government intend to create resilient and sustainable community-based disaster management system. This policy was embodied in operational guidelines issued by the national government, such as the guideline for management of evacuation centers, emergency stockpiles supplies, training of local disaster managers and others. However, there are considerable gap between policies and practices. According to a recent survey research with all local governments in Japan on progress of gender mainstreaming in local disaster risk management policies in which the author is a member of the survey team (Osawa eds., 2019), there is remarkable difference of progress between national and local governments. Among local governments, progress of municipal governments was slower than prefectural governments. When it comes to community-based disaster organizations, the progress is even slower. Community organizations for disaster management (jishubousaikai) in Japan are conventionally established under each residents’ association (jichikai) or neighbourhood association (chounaikai). Men in their 60’s and 70’s, retired but active, are the main members of jishubousaikai. Women of the same generation also participate in activities of jishubousaikai, but they are seldom engaged in decision-making because of strict gender divisions of labour that characterize this generation. Younger generations with more egalitarian gender attitudes are generally not very interested in disaster management activities. Although community organizations for disaster management in Japan has been an object of study for a long time, little is known about women’s participation and their activities, especially after major policy amendments following the Great East Japan Disaster. Through case studies of three jishubousaikai where active and voluntary female leadership are observed, this paper investigates how some basic ideas on ‘gender needs’ (Moser 1993) and ‘female leadership’ differs among key actor in different layers of disaster risk management governance to shape gap between policies and practices. In the policy documents, ‘strategic gender need’ are emphasized to promote decision-making power of women, but in the grassroots level, ‘practical gender needs’ which are in line with conventional gender norms and division of labour are given more importance. The female leaders utilize the community discourse to legitimize their new leadership role as disaster managers, which gives clue to bridge the gap of policies and practices. The data were obtained from key informant interviews in three communities in in Shizuoka Prefecture, where another gigantic Tokai Earthquake is predicted to occur. read more

Asst.Prof.Dr.Danulada  Jamjuree

Srinakharinwirot University, Thailand

jdanulada@gmail.com

Abstract. In this article, present the ESD Implementation Strategy in the dimension of applying the principles of the Sufficiency Economy Philosophy of His Majesty King Bhumibol Adulyadej (King Rama 9). The core elements of the Sufficiency Economy Philosophy include moderation, reasonableness, and self-immunity with two conditions: to have knowledge, and to have integrity. This process leads to appropriate ways to solve problems or take actions in different situations balancing the use of material(economic), social, environmental, and cultural that provides a basis for sustainability. There are 3 steps for applying this philosophy in education. Step 1: thoroughly study sufficiency economy in order to realize its values and to have faith in applying this philosophy. Step 2: all sectors, from the household to the national level, must work together in driving the philosophy into practice. Step 3: regularly use the philosophy in leading one’s life so that it becomes part of the Thai lifestyle. The main goal is to establish children self-sufficiency awareness, cultivate and nurture children with economic, social, environmental, and cultural balance by valuing various resources, knowing how to live with others, being generous and sharing, and having awareness of the environment and valuing of Thai culture. Knowing that they are one element in the environment and culture of the world, their actions would affect and link their environments in the world in which they are members. Teachers must be role models for students by first practicing a sufficient way of life before transferring such experiences to students so that they truly understand and can apply the philosophy into their daily lives. The strategy employed for teacher professional development such as training, brainstorming, small group discussion, exchange success experiences and friendly supervision as well as school administrators’ support made teachers feel confident in the implementation of innovation in their teaching activities accordingly with the philosophy of sufficiency economy. The whole school mobilized the approach together under the same focus. The key person is a school administrator because he or she is the one who leads and co-operates with various parties. In the end, everybody who participates in the process would be able to make the change in teaching and learning, coordination and share resources effectively. read more

Valentina Dwi Suci Handayani*, Alia Bihrajihant Raya, Dody Kastono, Mesalia Kriska, Nurul Trya Wulandari, M. Puji Tri Septijono,  Agus Dwi Nugroho

Faculty of Agriculture, Universitas Gadjah Mada, Yogyakarta, Indonesia
*Corresponding Author: valentinadsh@ugm.ac.id

Abstract. Universitas Gadjah Mada fielded its students four times each year for Student Community Service. Each time, around a thousand students and 180 lecturers spread in various regions throughout Indonesia. We carry a mission to transfer knowledge in order to develop the rural potential. The Srandakan Subdistricts is one of the areas where we are assigned. The area is 18.32 km2 which is divided into two villages, the village of Poncosari is 11.86 km2 and the Trimurti Village is 6.46 km2. Most of villagers have a large enough area of land that can be developed into agricultural land. Some of them work as farmers and some only leave the land unused. Whereas the results of both food crops and horticulture produced very well and can be a source of income. Food plants that are developed are rice and corn, while horticultural crops are chili, onion, and vegetables. The existence of 50 days of student service together with the community provides a stimulant for residents to work on their owned land in order to increase their income. Achievement results obtained from the spirit of community independence and transfer of knowledge by students, field assistant lecturer, and also the expert team invited by students. The stimulant needs to be guarded by mentoring about the quality of the production and marketing to create rural empowerment. read more

1.ESD Implementation Strategy for School and Teacher: applying the principles of the Sufficiency Economy Philosophy (Asst.Prof.Dr.Danulada  Jamjuree Srinakharinwirot University, Thailand)

2.Building Disaster Resilient and Sustainable Community through Participation of Women: Case Study of Three Communities in Shizuoka, Japan. (Keiko Ikeda Shizuoka University)

3.Rethinking Education for Sustainable Development from Students` Teaching Practices Experience (Hiroyuki Nishimoto, Wakana Iijima, Serina Tomita Faculty of Education, Shizuoka University, Japan) read more