参加者の皆様へ• マイクはオフでご参加ください。ご発言時のみ、マイクをオンにしてご発言ください• 質問・コメント等は、お名前・ご所属先を記入の上、チャット欄にご記入ください• イベントは録画されます。後日、一定期間公開予定です。 「録画停止」のボタンを押さないよう、ご注意ください「気候変動+防災」に対して教育協力で何が出来るか？
教育協力ウィーク2024

日時：2024年9月3日（火）時間：17:00-18:30↑削除してご使用ください

KKW2024

What can educational cooperation do for“Climate Change and Disaster Prevention”?
「気候変動+防災」に対して教育協力で何が出来るか？
Rajib Shawショウ

Professor, Keio University, Japan慶應義塾大学

Distinguished Professor, Indian Institute of Technology (IIT), Guwahati, India
Distinguished Professor, IDMR, Sichuan University, China
Visiting Professor, Indian Institute of Science, India
Visiting Professor, Indian Institute of Management, Kozikode, India
Guest Professor, Beijing Normal University, China
Adjunct Professor, Indian Institute of Technology (IIT), Hyderabad, India
Senior Fellow, Institute of Global Environmental Strategies (IGES), Hayama, Japan
Co-Chair, United Nations Asia Pacific Science Technology Advisory Group (AP-STAG)
Coordinating Lead Author (CLA), Asia Chapter, IPCC 6th Assessment Report
Co-Founder, Resilience Innovation Knowledge Academy (RIKA) https://rikaindia.com
Co-Founder, RIKA Institute https://www.rikainstitute.org
Chair of Board, SEEDS Asia https://www.seedsasia.org
Chair of Board, CWS Japan https://www.cwsjapan.org
Board of Directors,, START, USA https://start.org/
Website: www.rajibshaw.org
www.indiajapanlab.org
Facebook: https://www.facebook.com/rajibshawofficialpage/
LinkedIn: https://www.linkedin.com/in/rajib-shaw-6243791a5/
Twitter: @rajibshaw

ラジブ

Academia

Science Policy interface
Start-up and innovation
Grassroot actions

AND

www.rikaindia.com

Context: Complex Global risk landscape (WEF)
Environmental risk
(disaster, climate change,
Biodiversity loss) remains top
Complex risk landscape with
New risks- Infectious disease- Digital divide- Digital power concentration- Cyber security- Energy crisis- Food pricing

Environmental risk

2020

Infectious disease / Digital divide

2021

2022 Cyber security
2023

Need for inclusive risk reduction

WEF
GlobalRisk
Outlook

Energy crisisGlobal Risk Report 2024
• Environmental risk(disaster, climate change, Biodiversity loss)
remains top• From 2020 to 2024 reports, complex risk landscape with New risks• Infectious disease• Digital divide• Digital power concentration• Cyber security• Energy crisis• Food crisis and pricing• Mis and dis-information• Societal polarization• Need for inclusive risk reduction• Need for All Hazards ApproachDisaster is a
development opportunity:used or misused
Environment Cycle• GET framework of post disaster context• Governance• Law, policy, regulation, investment, infrastructure, building codes etc.

• Education• Formal, non-formal, informal education, Awareness, Voluntarism• Technology• Conventional technology, emerging and disruptive technology, indigenous knowledge

Essence of Education: My experience (1999- 2004)
KNOWINGUNDERSTANDING
DEEPENING
ACTION

0.4

Perception

Deepening A

Preparedness B
1.4

3.5

0.35

1.2
3

0.3
0.25
0.2
0.15

2.5

1

2

0.8

1.5

0.6

0.1

1

0.05

0.5

0

0

0.4
0.2

EE

S

ST

C

F

Se

EE

S

ST

C

F

Se

0

EE

S

ST

C

F

Se

Genuine Learning“ Tell me, and I’ll forgetShow me, and I may remember
Involve me, and I will understand”
AnonFramework of Regional Watching
Understanding of River Basin
Mountain Watching➢Understanding about
region and environment,
land slide and role of forest.
➢Build up network in
Community
SchoolCommunity

Town Watching➢Understanding about
region and environment,
Flood disaster andEarthquake disaster.
➢Build up network in
Community
SchoolCommunity

Coastal Watching➢Understanding about
region and environment,
Tsunami, storm surge androle of forest.
➢Build up network in
Community
SchoolCommunity

Disaster Education:“Tsunagaru” つながる

KIDA Model of Disaster Education

Climate Change: Eco-SchoolBehavior Change: KIDS ISO: Proactive Learning• Kids’ EMS Program started in 2000
• ArTech and UNU, UNEP and UNESCO
and ISO• Purposes• To stimulate environmental awareness ofchildren• To teach and make practice of
methodology of environmental
management to children• To make experience of working together
through group, networks locally andglobally.

Education:
leading to mindset change
leading to value system
leading to action

「気候変動+防災」に対して教育協力で何が出来るか？

[Photo]Shidhulai Swanirvar Sangstha

事例紹介① 開発途上国の教育現場における防災教育

2024年9月3日
教育協力ウィーク
株式会社パデコ 相馬 敬
[Photo]https://blog.brac.net/boat-schools-what-learning-looks-like-at-the-last-mile-in-bangladesh/

JICA Magazine 2024年8月号
特集 防災 災害に強い社会をともにつくるQ1. 2023年に記録された世界の災害数は？
Q2. 世界で災害の影響を受けた人の年間平均人数は？
Q3. 2023年の災害による世界の経済損失額？
Q4. 2015～22年にかけて、JICAが防災分野で進めた協力の累計額
Q5. 自然災害に脆弱とされた国のトップ３は？
Q6. 事前投資の費用対効果を示すため、国連防災機関が示した試算？
https://jicamagazine.jica.go.jp/magazine/?date=2024_8

途上国の防災教育（JICA技プロ）ミャンマー：ライフスキル科
ミャンマー教育省が特定した9つのスキル

ライフスキル科の3つの柱

1.
2.
3.
4.
5.
6.
7.
8.
9.

1. 個人の健康
2. 心理社会的スキル
3. 自然との共生（環境と防災）

自己認知(Self cognition)
共感的理解(Empathetic understanding)
コミュニケーション能力(Communication skill)
対人関係(Interpersonal skill)
意思決定スキル(Decision making skill)
問題解決能力(Problem solving skill)
創造的思考力(Creative thinking)
批判的思考(Critical thinking)
感情とストレスへの対処(Coping withemotion and stress)

Copyright © 2020 PADECO Co., Ltd. All Rights Reserved.

児童が自分で書く
決定カード
1.以前はどう考えていたか
2.今思うこと
3.これからどうするか3

（JICA技プロ）ミャンマー小学校「ライフスキル」教科書の紙面の例

本時の授業に関する
具体的な進め方についての教員向けガイド

土砂崩れの危険を未然に防ぐために、児童が何をすべきかをイラス
トと文章で提示

土砂崩れによって起こる危険な状況をイラストを使って提示

Copyright © 2020 PADECO Co., Ltd. All Rights Reserved.

特別活動オンラインコース（民間企業）インド：TOKKATSU
個々の児童によるめあての設定と実践• 対象: 小学生
• 課外活動
教材パッケージ:• 児童用活動シート (めあてと日々のチェック表)• 教師用ガイドと映像教材 (各15-20分)

Topics↑ Instructional video
for teachers↑ Student
activity sheet

•
•
•
•
•
•
•
•
•

コミュニケーション
他者への感謝規則正しい健康的な生活
掃除
健康維持
友情
整理整頓
安全
環境にやさしいマナー

Copyright © 2021 PADECO Co., Ltd. All Rights Reserved.

特別活動
学級活動
児童会活動
クラブ活動

学校行事

小学校での防災教育のポイント
1. 防災教育の基礎知識の習得
2. 安全行動の習慣化
3. 体験型の学習活動

4. 身近な問題としての意識付け
5. 参加型の防災教育
6. 定期的な評価とフィードバック
7. 保護者や地域との連携

8. 個別支援の考慮
https://www.nier.go.jp/kaihatsu/shidousiryou.html

学校における防災教育の取組と課題（文科省）

特色⇔課題
安全教育の目標
日常生活全般における安全確保のために必要な事
項を実践的に理解し、自他の生命尊重を基盤として、生涯を通じて安全な生活を送る基礎を培うとともに、進んで安全で安心な社会づくりに参加し貢献できるよ
うに、安全に関する資質・能力を育成する。
•

多様な教科での連携•

実践的な学習•地域社会との連携•

継続的な教育の実施

これらは裏を返せば課題でもある。
出典：学校における防災教育の取組と課題（文科省）
https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://www.mext.go.jp/b_menu/shingi/chousa/kaihatu/006/shiryo/attach/1367196.htm&ved=2ahU
KEwjk6OX_iYWIAxUBh68BHaqCLzgQFnoECBkQAQ&usg=AOvVaw3nfoJ2iElwrmW57y0ImWTO

小学校理科と高校地学基礎での防災の扱い方に変化がみられる↑
東京書籍「5年生理科（5.台風と天気の変化）」
東京書籍「6年生理科（7.変わり続ける大地）」 →↑ 啓林館「高校地学基礎（4.災害と社会）」

JICAグローバルアジェンダ（気候変動・防災・復興を通じた災害リスク削減）
JGA 16. 気候変動
【協力方針１】パリ協定の実施促進【協力方針２】コベネフィット型気候変動対策
JGA 20. 防災・復興【協力方針１】国の基盤を支える構造物対策の推進【協力方針２】非構造物対策を含めた防災ガバナンスの強化【協力方針３】「Build Back Better」の推進

https://www.jica.go.jp/activities/issues/climate/index.html
https://www.jica.go.jp/activities/issues/disaster/index.html

JICAグローバルアジェンダ「教育」
SDGsゴール４： すべての人々へ包摂的かつ公正な質の高い教育を提供し、生涯学習の機会を促進する
質の高い教育の提供を可能にすることで、すべての人々が自らの才能と能力を十分に伸ばし、尊厳をもって生きることができる社会の基盤を築き、ひいては持続可能な社会経済開発を推進する。

JICAグローバルアジェンダ（課題別事業戦略：GA）の４つの協力方針：① 教科書や教材を開発し学びを改善
子どもが最低限の読解力と計算力を身に付けていない◆教科書・教材・教員用指導書の作成 ◆教員の能力向上② 地域のコミュニティと学校との協働
政府の教育行財政が行き届かない◆保護者・コミュニティが学校と協働して教育課題を解決する「みんなの学校」モデルの普及◆基礎学力向上、中退防止、就学前教育、女子教育など③ 誰ひとり取り残さない教育を提供「ラスト１０％」の脆弱層の子どもたち◆ジェンダー、障害、不就学、紛争影響／難民、などの課題に対しニーズに沿った支援と政策化④ その国を牽引する拠点の大学をパワーアップ◆ 「拠点大学」の能力向上支援を通じて、高度人材の育成と新たな知見・技術の創出・実装◆拠点大学と本邦大学等が持続的に協働する「国際頭脳順循環」のエコシステムの確立（出典：2024年5月28日 ECFA JICA事業概要2024（人間開発部）発表資料より）

教育開発コンサルタントの役割• 日本の知見を途上国の教育現場へ適応・最適化して届ける• 関連分野のアカデミアと現地プロジェクト現場とのすり合わせ• 教育系企業の優れた技術を現場に適用する橋渡し• 現地の知見と技術の還流・共創• 現地教育省・その他関連省庁へのコンサルテーション• 教育関係者へトレーニング実施• 各種介入の効果測定「XRを活用した防災教育プログラムのグローバルチャレンジ！」© C作業場• 政策提言教育開発コンサルタント
現場
の
課題
ニーズ

©株式会社プロドローン

技術
知見・経験
成功と失敗
理論的背景
資金 etc.

学校の内・外で出来る（かもしれない？）こと
学校の内
就学前教育 カリキュラム改訂
教科書改訂
初等教育 （特活・ライフスキル）
防災教材開発教員防災トレーニング
中等教育 自宅学習用教材
連絡帳

学校の外

避難訓練、保護者会、

子育て支援、教材配布、自治体の避難訓練

避難訓練、学級会、学校保健

子供を守るコミュニティ向け防災講座、子供会

クラブ活動、委員会活動、キャリア教育、学校保健

住民を助けるボランティア活動（地域貢献）
町内会

教員養成課程（特活）
防災教育専攻科設置

社会活動（社会貢献）
大学発防災・減災関連ベンチャー

成人

SMC、PTI支援

地方自治体防災事業支援
防災コミュニティラジオ（メディア活用）
ノンフォーマル教育（識字）×防災

その他

教育インフラの強靭化
非常用物資の備蓄庫
非常時の学習支援（学校機能のDX化・家庭訪問）

高等教育

自治体職員向け防災研修（本邦研修）
災害時の避難所
地域防災センター設置（公民館）（シェルター・食料・防災教育アドバイザー養成コース
飲料水）
脆弱層（子供以外含む）への教育機会提供
メンタルヘルスケア
ジェンダー主流化・包摂性×防災

【学校内】学校防災イニシアティブ（案）高等教育

教員・保護者

防災教育専攻科設置
教員養成課程（特活・LS）

SMC、PTIによる防災活動
学校機能のDX化、非常時対応

災害時の避難所としての学校
教育インフラの強靭化・バリアフリー化

就学前教育
避難訓練、保護者会、
防災教材開発、教員防災研修

初等・中等教育

カリキュラム/教科書改訂（特活・ライフスキル）
防災教材開発、教員防災トレーニング、
自宅学習用教材、オンライン化、
避難訓練、クラブ活動、

【学校外】包括的地域防災イニシアティブ（案）
県庁・郡事務所

地域のメディア活用

自治体職員向け防災研修（本邦）地域防災センター設置（公民館）

防災コミュニティラジオ
災害情報のTV放送・ネット配信

住民同士の助け合い
地域で子供を守る
教育省ノンフォーマル教育局

自治体×避難訓練×教材配布

ノンフォーマル教育（識字×防災）
防災教育アドバイザー養成コース

子供を守るコミュニティ防災講座
住民を助けるボランティア活動[Photo] https://www.jica.go.jp/oda/project/0401000/index.html

International Cooperation on Disaster Risk Reduction,
Climate Change, and Eduction
Soichiro Yasukawa
Chief of Unit of Disaster Risk Reduction, UNESCO

8 Thematic Areasof UNESCO DRR• UNESCO operates at theinterface of several disciplines,
including natural and social
sciences, education, culture,communication, andinformation.
• To address hazards in acomprehensive manner,
UNESCO adopts a multihazard, multi-disciplinary andmulti-stakeholder participatory
approach.

A global view of DRR and Education

175 million

90% +Children per year are likely to beaffected by natural hazard related
disasters alone according tostudies of disaster trendsof the world’s student
population has been out ofschool because of the COVID19 pandemic jeopardizing the
education continuity

RisingRisks of children failing to fulfil
his/her right to access quality
education due to exposure ofclimate change andincreasingly complex disasters

UNESCO has long identified the need to reduce the risks posed bynatural hazards to education, and works to:• Improve education for disaster risk reduction• Develop school disaster management• Enhance school safety

Global Alliance for Disaster Risk Reduction and Resiliencein the Education Sector (GADRRRES)UNESCO co-chairs the Global Alliance for Disaster Risk Reduction andResilience in the Education Sector (GADRRRES) alongside UNICEF.
The Alliance promotes a comprehensive approach to disaster risk
reduction education through a Comprehensive School Safety (CSS)
Framework based on three overlapping pillars:
1. Safer Learning Facilities
ensuring the safety and sustainability of new and existing
school buildings, infrastructure, and surrounding environment
2. School Safety and Educational Continuity Management
equity-focused risk assessment, risk reduction, response
preparedness, and educational continuity planning, forchildren’s health, safety, and well-being
3. Risk Reduction & Resilience Education
developing understanding and capacity to assess all hazards
and risks

Global Partnership for Education:
Climate Smart Education Systems Initiative
The Climate Smart Education
Systems Initiative, funded by the
Global Partnership for Educationand implemented in partnershipwith UNESCO, UNESCO/IIEP, andSave the Children, aims to tackle
these major challenges facing
education systems.

The initiative works to ensure:
1 Evidence-based policies and planning
2 Cross-sector and internal coordination
3 Access to climate finance4 Climate data and evidence for education planning
5 Safer and greener infrastructure
6 School safety and educational continuity
7 Curricula, pedagogy and teacher training

Credit: UNICEF/UN0642143/

Implementing Measures for Climate Change Adaptation andDisaster Risk Reduction Mitigation of School Facilities in Haiti
Disaster Risk Management Training for
educators: UNESCO, UNDP and Haitian
Ministries developed DRM training module forprincipals and teachers of the 1st and 2nd
cycles of basic education.
The training program aims to help
communities develop risk reduction strategies
and transmit knowledge to students for thedevelopment of a culture of safety.

Strengthening school safety by identifying
school vulberability and promoting
retrofitting : UNESCO implements VISUS toassess school facilities for further
rehabilitation, retrofitting and reconstruction
decions.

Components of the training
modules
Block 1: The concept of risks
and disasters
Block 2: Disaster and its
management
Block 3: Reducing risks anddisasters in the school and its
environment
Block 4: Training in risk anddisaster reduction

benefit about 1.5 million people living in
the communes through the school projectassessment and about 150,000 students.

Using educational/geospatial data to build climate smart
education systems
IIEP supports Ministries of Education to conduct risk analysis and design evidence-based strategies toensure education continuity according to multi-sourced data.

Adapting the school calendar to local context is
key to provide the best learning opportunities to alllearners. Avoiding seasonal floods by shifting
holidays could help improve participation andretention to school.

Assessing natural hazards for planning thelocation of educational facilities: A tool to identify
the most suitable sites for building new facilities,
and to better maintain existing infrastructure

Education on DRR and CC: lessons from JapanTo strengthen preparedness for increasing
risks such as tsunamis, education on
disaster risk reduction and climate change
are pivotal:• for educational instutitons to map therisks they are exposed to, theirvulnerabilities and prepare for emergency
plans.

• for both school students and educators
to be equipped the capacity of response
preparedness and resilience.

What can educational cooperation do for “Climate Change and Disaster Prevention”?

DRR ＆Climate Change Education
fromthe perspectives of ESD
Utilizing the Lessons Learned fromThe Great East Japan Earthquake 2011
Dr. Yukihiko Oikawa
Deputy Director
Center for ESD and SDGs, Nara University of Education,
Nara National Institute of Higher Education and ResearchIncreasing Disaster Events in the World

Disaster of East Japan Earthquake and Tsunami

出典：気象庁

Kesennuma City

Kesennuma Koyo HS

Minamisanriku Town

Ishinomaki OkawaES

Disaster Status of Great East Japan Earthquake
１. Status

Miyako City, Source: Miyako City

Kesennuma City, Source: Author

Date

March 11, 2011 14:46

Depth

約24km（暫定値）

Magnitude

M 9.0

Earthquake
intensity

７（Kurihara City, Miyagi）

Disaster

Tsunamis, Nuclear accidents

２. Damage

Kamaishi City, Source: Cabinet OfficeSendai Plain, Source: Sendai City

Death toll

19,074 persons

Missing persons

2,633 persons

Injured persons

6,219 persons

Destroyed Buildings

400,629 buildings(Completely/Partially)

As of Sep 1, 2014 (released by the Fire and Disaster Management Agency)

40

Lesson 1: Three Biases in East Japan Earthquake①正常化のバイアス（Normalcy Bias）
It's safe here. The tsunami will not come this far②同調性のバイアス（Majority Synching Bias）
If we all run to the same place together, we will be okay
③愛他行動（Altruistic Behavior）
I have to help my family, my friends, my neighbors….
“Tsunami Tendenko (Individual Action）” Lore
“Beware of tsunamis immediately when the earthquake comes”
Monument

Lesson 2: Correlation of the Number of Deaths due to
Tsunami Inundation Areas and Evacuation Actions
Characteristics of tsunamis due to geographicalconditions and how to evacuate

Sanriku Coast (Rias Coast)

Sanriku Coast (Rias Coast)

Evacuate to higher groundNumber of dead and missing

PlainsSendai Plains

Inundation area (㎢)[Source: Government Questionnaire 2012]

Evacuate to the upper
floors of tall buildings

Lesson 3: Fostering Creators of the Sustainable
Society through DRR education based on ESD
ESD from the Perspective of DRR andReconstruction based on the lessons
learned from Great East Japan Earthquake◆Curriculum Development Perspectives• Learner-Centered Action-Oriented Learning• Improving learning by surveying disasteraffected areas• Disaster Prevention Drills and Learning in
Cooperation with Local Communities• Passing on the lessons learned from theearthquake to juniors and outside parties• Raising Awareness of Disaster Prevention andTransforming Local Communities

Practice of Kesennuma City
Hashikami Junior High School

Damage of Noto Peninsula Earthquake 2024
Building collapse, fire, and tsunami caused by the earthquake on January 1, 2024

Source: NHK News

Coastal uplift caused by the Noto Peninsula
Earthquake

Source: Geospatial Information Authority of Japan

Photos by Oikawa

Nankai Trough Earthquake Disaster Risk:
Epicenter and Fault

Source: J-SHIS Map：Map of the earthquake with a seismic intensity of less than 6 within 30 years

Earthquake and Tsunamiof the Nankai Trough Earthquake
Maximum seismic intensity of the earthquake* Tokai,, Shikoku seismic intensity 7~6

Tsunami Height (Wave Height)* Over 20m in Tokai,, and Shikoku (Kochi 34m)

Climate Change: A Human-Made Crisis
Changes in Average Global Temperatures

Impacts of Global Warming in Japan

Source: Japan Center for Global Warming Prevention (JCCCA)

There is no doubt that global warming is a humanimpact/virtually certain
Source: IPCC Sixth Assessment Report (2021), Commentary by theJapan Meteorological Agency

“Disaster and Climate Change are two sides of the same coin.”
Source: Japan Meteorological Agency

Source: Omuta City Board of Education

Super Typhoon

Inundate School by heavy rain

➢ Climate change have an impact on human life andsociety and bring about many types of disasters.

Source: Ministry of Environment➢ From the end of 20 century to the beginning of 21
century, disasters that cause by climate changesuch as flood, storm, extreme temperature, drought
and wildfire are increasing drastically.

Coral reef bleaching➢ Therefore, Disaster Education and Climate Change
Education should be integrated and implemented
from both perspectives.

48
Transforming Education Together: ESD-NET Global Meeting – 18-20 Dec 2023 – Tokyo, Japan

Source: Jijitusihinsha

Bullet Train in the Floodby TyphoonClimate Change Education multi-linked to SDGs
Created by Oikawa from SDGs

Goal１：NO poverty:

End poverty in all its forms
everywhere

Goal 15：Life On Land

Goal 14：Life Below Water

Goal２：Zero Hunger:
End hunger, achieve food security and improved nutritionand promote sustainable agriculture

Goal13：Climate Action: Take urgent
action to combat climate change and its
impacts

Gaol７：Affordable and Clean Energy:
Ensure access to affordable, reliable,
sustainable and modern energy for all

Goal４：Quality Education:
Ensure inclusive and equitable quality
education and promote lifelong
learning opportunities for all

Goal８：Decent Work andEconomic Growth

Goal 12：Responsible Consumption and

Goal 11： Sustainable Cities andProduction

Communities

DRR & CC education as the Process toward SD
Learning Steps of DRR and CC
Step
Capacity

Focus
ESD
Relations

Source (Copyright): Yukihiko Oikawa

Step 1
Step 2Mechanism of Disaster Impact on Society
and Climate Change
and Human Life

Step 3
Adaptation and
Mitigation

Step 4
Build Back Better(Creative Recovery)

Awareness and Knowledge Recognition of Linkages
for Mechanism of disaster, between disaster, climate
and climate changechange and society

Skill for Adaptation and
Mitigation to disasterand climate change

Imagination, Creativity
and Collaboration for
Build Back Better (BBB)

Understanding Mechanismof disaster and climatechange scientifically andcritically

Recognizing Influences
and Impacts of climatechange to society,community and life

Learning how to reduce
the risk of disaster andclimate change and to
implement measures.

Learning Perspective andContribution to Creative
Recovery as a process for
Sustainable Development

Scientific Knowledge on:
Factors and Mechanism ofEnvironmental, Social, Economic
and Cultural fields

System Thinking about:the Loss and Damage linking
Environmental, Economic,
Social and Cultural aspects

Judgment & Action of:
Risk Management, Network
Building, Using knowledge,
wisdom and skills

Participatory Contribution to:
Build Back Better as the process
for rebuilding Sustainable Society
from disaster and climate crisis

Transforming Educationwho
Together:can
ESD-NETmanage
Global Meeting – 18-20
Dec implement
2023 – Tokyo, Japan DRR & CC education
We need to foster stakeholders
andGreening Education PartnershipGreening Education
Partnership by UNESCO

ESD for 2030
Source: UNESCO

Transforming Education Together: ESD-NET Global Meeting – 18-20 Dec 2023 – Tokyo, JapanClimate Change Education integrating with DRR Education

Activity of Minato Elementary Schoolin Omuta City

Source: Minato Elementary School

Transforming Education Together: ESD-NET Global Meeting – 18-20 Dec 2023 – Tokyo, Japan

DRR and CC Education collaborating with Peers abroad
Collaboration between Kesennuma and Kiribati Shishiori Elementary School in Kesennuma City, Japan
3rd grade: Culture

4th grade: Water and life

4th grade: Ocean

6th grade: Environment◆ Exchange what they learned withschool abroad such as Republicof Kiribati located in Oceania
through online conference.
◆ Think about the impact ofclimate change to small islands
and people there, sharing
thoughts and awareness beyond
national boundary.
◆ Discuss how to mitigate andadapt climate change to takeactions for protecting
sustainable society with eachotherSource: Kesennuma City Board of Education

Collaborative
Learning
CCEGlobal
between
Kiribati
Transforming Education
Together:on
ESD-NET
MeetingKesennuma– 18-20 Dec 2023 and– Tokyo,Japan

Media as DRR Education toolWhat is media• Print—mainstream newspapers, magazines, local newspapers,• Alternative: posters, newsletters, school diaries. Writing contests,
photo exhibitions• Broadcast mainstream– radio, TV, community radio• Alternative: songs, jingles, poetry, street performances• Social Media– Internet based, two way exchange through resharing.
YouTube, X, FB, SNS, Instgram, websites, Blogs, WhatsApp

Media during disasters– trust in media info ishigh• Data shows Internet based information was the top sourceof
information during disaster. The public first log into official websites,
FB and X.
• Benefits– instant information dissemination empoweringcommunities to exchange data, efficient aid programs, finding lost
people, speedy evacuation• media info is easy to understand—does not use official jargon• De-merits– rumors. Fake information causing panic and delaying
recovery.

Media for DRR education—some examples• Heat waves are new DRR. Tips on protection from DRR is top news.
Example from mainstream media—Bloomberg Green Daily focused on
beating Heat Waves around the world. Information on cooling asphalt incities, coling centers in the US for people who cannot afford air conditions—• Cooling Centers Are an Underused Way to Beat the Heat: Green Daily• NHK DRR programs are regular and trustworthy• Local media reports are sustainable reporting before,during and postdisaster.
• Childrens publications—Example:”Prahari”. The young reporters exploredtheir neighbourhood to understand local disasters, risks and solutions.

Climate Change School Newspaper:Prahari

School Diary as education tool—example.
Dhaka School, Bangladesh• School Diary
Front CoverSchool Name: ....................................................................................................................................
Post: .................................... Upazilla/Thana: ...................................... District: ...............................
Mobile: ................................................ E-mail: .................................................................................

School Diary 2013

Name of Student: ..............................................................................................................................
Class: ..............................

Section: ..............................

Roll No: ...............................

Third Primary Education Development Program
Department of Primary Education
Mirpur, Dhaka

Challenges• Lack of risk awareness in the public and media• Bridging the gap between rich and poor countries—providing
education and financial support for media in poor countries• DRR information is not “sexy” compared to economic and political
topics• Break of community in urban areas• Fake news
• Attention economy!

The way forward—raising DRR awarness• Educating Citizen journalists about DRR• Dissemination of DRR science—through schools, official websites• Empowering journalists through education, sharing of informationand expanding resources• Involving DRR in national and local development projects• Official websites must be user friendly—more science data and public
exchange. Develop social media monitoring apps
• Building bridges between DRR experts and public through frequent
networking

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