＜Asia Summit on Flexible Learning Strategies for Out-of-School
Children:5B Education in Emergencies: Natural Disasters＞
Empowerment and recovery process of the children
evacuated from the disaster stricken area；
Lessons from the experience of Japan Tohoku area
Tomonori Ichinose, Professor
Miyagi University of Education
ichinose@staff.miyakyo-u.ac.jp
TSUNAMI – Sendai
3
A Magnitude 9 Huge Earthquake and Big Tsunami Wave
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On March 11 , 2011 at 2:46 p.m. Great East Japan Earthquake hit Japan
The maximum seismic intensity
was 7.
The maximum height of
Tsunami was reached 40M.
Status of Sendai City Arahama Primary School
Accident occurred at Fukushima Daiichi Nuclear Power Plant
Condition of the children evacuate from the
disaster stricken area
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The scale of the earthquake was extremely large as the number
of fatalities is 15,735 and the number of missing people is 4,467
(by Japanese Police office August 2015).
Loss of life : Total 522students and teachers(plus number of
people whose safety is unknown: 236 students), the number of
damaged school buildings is 754.
Children evacuated from the disaster stricken area (25,516),
Fukushima radiation contamination area (almost 12,000).
Orphan and children left after their parents' death (total 1,698),
The Children of ethnic minorities/Children of special needs
(almost 300)
The number of the children evacuate from the
disaster stricken area
The
children did not have much clothes after the Earthquake
and had to go to school wearing jerseys and without textbook,
note book and pencil.
In
addition, as the time passed after the Earthquake, some
students had to face the devastated situation and suffered
from post-traumatic stress disorder; some suffered from poor
performance because they could not get used to the new
school.
Collapse of regional communities and schools
Collapse of regional communities
Collapse of schools (education)
 Collapse of school buildings (they cannot be used due to the
earthquake or tsunami). They are being used as shelters.
 Decrease in children and students (fled to other areas outside
the school areas, changed schools, deaths)
 Suffering of teachers (deaths, parents or families became
victims, damage to housing)
Collapse of the roles of schools
Schools are places for students and teachers to gather
together as the center of the regional communities
Missions of university of education for the education reconstruction ①
From initial restoration support to medium and long-term
reconstruction support
Initial support
 Volunteers strive to provide support and commodities from
within the nation and other countries.
 They provide commodity support, medical support,
distribution of rice, rubble removal, traffic network
restoration, etc.
 This forms the foundation of reconstruction and cheers the
evacuees.
Missions of university of education for the education reconstruction ②
Reconstruction period (medium and long term) support
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We also provide medium and long-term support by visiting the
damaged areas.
We acknowledge needs of schools and providing direct support
Academic ability differences, Emotional stress or psychological
trauma, Support for school etc.
The baseline for education reconstruction is the reconstruction
(normalization) of primary and secondary education.
Volunteer’s Voice
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The most striking thing in the activity was the depth of
their emotional damages. When they wrote about their
memories in a composition class, many children intended
to write about “tsunami.” Even during the break time,
many children told me about the stories of the earthquake
and their actual tsunami experiences, and even though
their expression and tone of voice were cheerful, what they
told me was really vivid and I again realized how deep their
emotional damages were. When they started to talk about
such experiences, it was really difficult to respond as to
whether I should extend the talks or I should change the
subject.
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It seemed that students were calmed and having a normal
life but when we felt the earthquake, some students had
very much fearful eyes while others said “There’s nothing
to block the tsunami, so my house may be destroyed” and
worried about the tsunami, which made me to worry.
There was a cheerful and active boy among elementary
students who participated in a study session. He showed us
his impersonation and was such a friendly student. When
we were solving problems, he told me stories about his
family’s reaction to the earthquake, the tsunami that hit
the area, and his grandmother’s death in the tsunami. At
that time, I could not say a word, and all I could do was to
nod and listen to his story. I keenly felt my inability and I
am still thinking about “what I should have done at that
time.”
90000
Number of Children accepting Tuition support fund
Data from Kodo tushin 2015
80000
70000
60000
50000
40000
30000
20000
10000
0
2010
2011
MIYGAI
2012
IWATE
FUKUSHIMA
2013
Schools located in the
safety area near the
affected area.
• They acted as a relay point for relief
goods.
• They became lodgings and bases of
operation.
Schools located between
the affected area and safe
area that accommodated
many evacuees.
• It is difficult for school staff members
to operate shelters.
• Mutually supportive relationships are
key to the smooth operation of the
shelter.
Schools directly
affected and isolated
by the disaster.
• Local residents were evacuated to
the school. Stocked relief supplies
were insufficient.
• People were rescued by
professionals after several hours.
Schools located in the
safety area near the
affected area.
• After the disaster, they played a
core role in consolidation of
disaster affected school.
Schools located
between the affected
area and safety area.
• School buildings and school
grounds were used as temporary
housing for a long period of time
after the disaster.
Schools directly
affected and isolated
by the disaster.
• School districts were obsolete, and
schools were abolished some time
after the disaster.
Children moved to the safety zone
School combination example
The Voice of the Childreｎ:
Case Study of Japan Disaster Area
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I was born and raised in Izushima, Onagawa-town. The island was badly
damaged by the Earthquake last year. Our house was also damaged, so
we had to leave the island for safety. The junior high school I went in the
island had to borrow classrooms from the Onagawa First Junior High
School located in the town center. My third grade school life started in a
tough situation. However, the most important thing that I experienced
among these circumstances was the "connection with people". Without
the connection from people in the island, school teachers or friends, I
would not be the way I am today.
It is because of the support from the teachers and friends in school that I
was able to graduate and stand where I am today.
I grew up in the island while watching my dad working. When I was in
the fourth grade, I decided I would work in ocean related industry when I
grow up. I had to leave the island because of the Earthquake but I will
return to the island some day in the future and become a fisherman.
(Speech by Student A, Freshman Fisheries High School)
Education for Sustainable Development
GAP No.5 Local communities

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12. Accelerate the search for sustainable development solutions at the local level
through ESD. Effective and innovative solutions to sustainable development
challenges are frequently developed at the local level. Multi-stakeholder dialogue
and cooperation play a key role in this, for example, between local governments,
non-governmental organizations, the private sector, media, education and
research institutions, and individual citizens. ESD supports multi-stakeholder
learning and community engagement, and links the local to the global. The full
mobilization of education and learning for sustainable development calls for
enhanced action at the local level. This requires in particular the following:
(a) Local networks that facilitate multi-stakeholder learning for sustainable
development are developed, operationalized and enhanced. This includes the
diversification and expansion of existing networks, so that new and more
stakeholders are integrated, including indigenous communities.
(b) Local authorities and governments enhance their role in providing learning
opportunities for sustainable development. This includes, as appropriate,
supporting, at the local level, the integration of ESD in formal education, as well as
the provision of, and support to, non-formal and informal learning opportunities in
sustainable development for all members of the community.
http://www.unesco-school.jp/
Consortium system to create Sustainable District
Country B
Country A
Coutry C
Unesco
Associated
school
Unesco
Associated
school
Unesco
Associated
school
exchange
exchange
exchange
Consortium
Board of
education
exchange
Unesco
club
University
Unesco
Associated
school
exchange
ESD
Cordinator
Unesco
Associated
school
In Japan
Non-Unesco
Associated
school
Non-formal
education
facilities
NPO
Company
Source : MEXT
3
Consortium System to create Sustainable District
By the promotion of ministry of Education
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In the financial year of 2014, MUE was admitted to obtain a
UNESCO activities assistance grant by the Ministry of
Education in JAPAN (MEXT) to formalize a consortium in the
Tohoku region.
MUE will obtain this fund until the financial year 2016. This
consortium project will be formalized following human
resources;
①The Miyagi University of Education
②UNESCO Associated schools (ESD schools) in the Tohoku
③The local board of education
④The local federation association of UNESCO
⑤The Sendai ESD-RCE promotion committee consisting of
the City Environment Bureau, NPOs and companies.
Structure of ESD Tohoku Consortium
Korean
UNESCO School
Exchange
China ESD
Committee
DRR Model School
in Vietnam
Exchange
UNESCO School in Japan
Other ESD Consortium
Exchange
ESD/UNESCO School Tohoku Consortium
Administration
ESD Coodinator
Miyagi University of Education
・EIU Research Center
University
・EE Research Center
・Education Recovery Center
Collaboration
UNESCO Association
・Sendai UNESCO
・Kesennuma UNESCO
・Shiroishi UNESCO
Enterprise
・AXA Insurance co.
Region
・UNY Group Holdings
・Tohoku Chamber of
Environment
Non-formal Education
Greater Sendai RCE
Sendai/Kesennuma/
Ohsaki/Shiroishi City
Miyagi prefecture etc,
advocacy
Yagiyama Zoo
Board of Education
・Kesennuma City BOE
・Tadami Town BOE
・Daisen City BOE etc.
School
Non-UNESCO School
Aomori, Akita, Iwate
Advisory Member
・UN University
・NFUAJ
・ACCU
UNESCO School in Tohoku（87schools）
・Miyagi 76（Kesennuma・Ohsaki etc.）
・Akita 3/Iwate 1/Yamagata 4/Fukushima 3
Exchange
Schools how to work together with local community
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Many UNESCO Associated school network(ASPnet) schools in
Miyagi chose DRR as their research topic. Currently, Miyagi
ASPnet schools have started to relate their experience and
DRR search topic to other ASPnet schools.
During the earthquake, the relationship between
communities and schools played an important role in
establishing and operating evacuation centers. From the
experience, local residents have gained an awareness of the
school as an imperative part of a local community.
Continuation of these practices resulted in a deepened,
mutual understanding and communication among children
and students, parents, community residents, and social
education facilities, such as community centers.
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Hashikami Junior High School was famous for the DRR before the
East Japan Earthquake. Previously, drills were carried out
following the themes of "Self-Help," "Mutual-Help," and "PublicHelp” in three-year cycles.
With the cooperation of local neighborhood associations “Hashikami
Junior High School District Disaster Preparedness Promotion
Committee” was newly established and the school carried out
evacuation drills jointly with neighborhoods.
Oya Primary School (215 students), in which the first floor was
flooded by the tsunami, performed a joint disaster drill with a
kindergarten and junior high school. 30 local residents living in
temporary housing in the schoolyard also participated in this drill,
walking to the hinterland 15 minutes away from the school with
Oya students.
After the earthquake and tsunami in 2011, in collaboration with the
local society, maintenance on the evacuation route to the hill behind
the school was begun. The forest behind Kitakami Elementary
School was maintained through cooperation with the Miyagi Forest
Instructor Association. The hill became a place of disaster reduction
and disaster prevention.
Conclusion
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We will not leave the reality of students’ difficulties and problems
as they are. Instead, we will continue to provide support.
Establish the disaster prevention program as part of the
curriculum for training teachers. Also, when there is a crisis, we
prepare graduates to respond quickly and aim to train teachers
who can be entrusted to safeguard students.
The concept of the sustainable development of society proposed by
the UNESCO provides important suggestions for relationshipbuilding between local communities and schools. It is necessary,
across the region, to strengthen the ability to fight against
disasters, and contribute to the restoration of local communities
through the activities of Education for Sustainable Development
(ESD).
Education for Sustainable
Development and Disaster Risk
Reduction
Editors: Shaw, Rajib, Oikawa,
Yukihiko (Eds.)
East Japan Earthquake and Tsunami
Evacuation, Communication, Education and Volunteerism
By Rajib Shaw ,
Yukiko Takeuchi
Please contact me! Address

Interuniversity Network Supporting the UNESCO
Associated School Project Network
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National University Corporation
MIYAGI UNIVERSITY OF EDUCATION

〒980-0845 149,AramakaiazaAoba,Aobaku,Sendai
TEL ：+81-22-214-3382 FAX ：+81-22-214-3382
MAIL：ichinose@staff.miyakyo-u.ac.jp
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4/20 子ども達が一生懸命「Guardian angel（守護天使）」の絵をかいてく
れました。
この守護天使が日本のみなさんを守ってくれるように祈りを
ここめて。
4/15
皆さん、復興に向けて頑張っていきましょう！！
ページトップ▲
Regional Asia-Pacific ASPnet Project
for Japan Solidarity and
Disaster Risk Reduction in Education
Japan solidarity Project
PRESENTER: Justin Alick
ESD Unit
UNESCO Bangkok
Context of Japan Solidarity Project
Part of UNESCO’s ongoing efforts in support of Japan and its education sector
in the aftermath of the 11 March 2011 East Japan Earthquake and Tsunami
Disaster.
Other such projects have included:
• Kizuna
• Bringing Back Smiles
• International Oceanographic Commission of UNESCO’s advocacy and
support for the implementation of tsunami Early Warning Systems
• UNESCO-UNU Symposium- The Great East Japan Tsunami and
Tsunami Warning Systems: Policy Perspectives
One of several DRR education projects that the UNESCO Asia and Pacific
Regional Bureau for Education is engaged in.
Results- ASPnet activities
• Approximately 2,400 messages on behalf of 190,000 students sent.
• Approximately 150 schools from 12 countries participated in the solidarity
and disaster risk reduction activities.
• DRR activities included: firefighting and evacuation drills, collaborative
disaster mapping exercises, and the preparation of emergency kits.
• More than 75% of participating schools were from urban areas.
• Only 63% of participating schools had previously held DRR activities, and
those who had averaged 4 activities every 5 years.
• Approximately 36% of participating schools had previously held an activity
relating to the East Japan Earthquake and Tsunami Disaster.