Disclaimer
This report was compiled by an ADRC visiting researcher (VR) from ADRC
member countries.
The views expressed in the report do not necessarily reflect the views of
the ADRC. The boundaries and names shown and the designations usedon the maps in the report also do not imply official endorsement or
acceptance by the ADRC.

ASIAN DISASTER REDUCTION CENTER
VISITING RESEARCHER 2016A(AUGUST-NOVEMBER 2016)

DISASTER EDUCATION AND HUMANRESOURCESO
C DEVELOPMENT
O

防災教育と人材育成

Syuzanna Kakoyan
Leading specialist at the Department of
Sociology and Psychology,
Western Survey for Seismic Protection,
Ministry of Emergency Situations,
Republic of Armenia

CONTENTS| INTRODUCTION| GENERAL INFORMATION OF ARMENIA ANDJAPAN| DISASTER MANAGEMENT POLICY IN ARMENIA

AND JAPAN| DISASTER EDUCATION AND HUMAN RESOURSEDEVELOPMENT (ARMENIA @ JAPAN)| CONCLUSION| REFERENCES

General information of Republic of Armenia
Head ofthe State

President

Official
language

Armenian

Capital

YerevanAdministra
tive
i and
d
territorial unit

M
Marz
(11 Marzes
M
i allll includingin
i l di Yerevan)
Y)

National
currency

Dram (international currency code - AMD)

Territory

29.74 thousand square km

Neighbouring countries

Averageelevation above
sea level

north- Georgia
south- Iraneast- Azerbaijan
westt Turkey
T k1800 mThe
highest peak

Aragats mountain - 4090 m

The lowest
altitude

Debed river canyon - 380 m

Population

3,018,000

Averagetemperature

in January - -6.8°C,° in July - +20.8°C°

Time zone

Greenwich mean time + 4 hours

General information of JapanDISASTER MANAGEMENT POLICY IN ARMENIA
Natural Hazards in Armenia
Earthquakes

94%

Mudslides

3.15%

Landslides and rockfalls

1.2%

Floods0.15%

Irradiation

0%

Spitak Earthquake 1988

Time: December 7, 1988 at 7.41.22.7 GMT (11.41.22.7 local time)C
Coordinates
di t off epicenter:itlatitude 40.92°N,° longitude 44.23°E°
The depth of the hypocenter: 10-15 km
The magnitude of the earthquake: 7.0
The intensity at the epicenter:10 (MSK-64 intensity scale)

25 000 victims
250 000 people were injured
12 500 people were hospitalized
514 000 homelessSurvey for Seismic Protection (Armenian SSP) of the Ministry of Emergency
Situations of the Republic of Armenia (MES of RA)

Armenian SSP was founded in 1991. The main objectives and the aims
are as follows:f ll•Provision of seismic hazard monitoring in the territory of Armenia•Assessment of the seismic hazard and seismic risk of theterritories
Seismic risk reduction•Seismic•Assessment of the levels of caused seismicity
Assessment of other secondary hazards connected with the•Assessment
seismic hazard.

LAWS AND REGULATIONS
Seismic Protection activities are regulated by a number of laws andlegislative acts and national programs of the Republic of Armenia:

Disaster Management Strategy based on the Hyogo
Framework of Action (HFA) and Sendai Framework for DRR
MES develops National DRR Strategy, Crisis Management Centers andNational Disaster Observatory. Armenia has also registered a progress in theimplementation of HFA, and among the key developments towards
establishment of decentralized DRR system has been decree of the MES on
appointmenti tt off Heads
H d off MES Regional
R il RepresentationsRt ti
as HFA
implementation focal points at the country 11 regional (marz) level.
Crisis Management Center in Yerevan Crisis Management Centers in Marzes

In base of this collaboration the Government of RA approved thegy for assessing
g the economic developmentppotential in thepmethodology
regions, and the 2015-2030 program of improved seismic safety in thestate secondary schools of the RA.

DISASTER MANAGEMENT POLICY IN JAPANCabinet Office, which is responsible for securing cooperation andg related g
government organizations
gin wide-ranging
g gcollaboration amongissues, the Director-General for Disaster Management is mandated toundertake the planning of basic disaster management policies andpto large-scalegdisasters, as well as conduct overall coordination.
response

The Basic Disaster Management Plan is a comprehensive and longterm disastermanagement plan forming a foundation for the Disaster Management Operations Plan
and Local Disaster Management Plan. It stipulates provisions for the establishment of
the disaster management system, promotion of disaster management measures,
acceleration of post disaster recovery and reconstruction measures, and promotion ofscientific and technological research on disaster management.

Law Development after
Mega Disasters
Mega-Disasters
Disaster

1923 Kanto Eartquake(105,385 lost: 90% by
fire)1946 Nankai
N k i
Eartyhquake,

Law

1923 Special Law on
Urban
Planning
1947 DisasterDi
R lif
RelifeLaw(1 330 llost)(1,330t)1956 Isewan Typhoobn(5 098 lost
(5,098
lost, 38
38, 921injuried)1995 Hanshin Awaji
Earthquake(6434 lost, 43,792

1961 Basic Law on
DisasterContermeasures1998 Law on Support
for Life
Reconstruction

injured)2011 East Japan

2013 Law on Recovery

DISASTER EDUCATION AND HUMAN RESOURCE DEVELOPMENT
Disaster mitigation education for different age groups of
population as a part of Disaster Risk Reduction in Armenia.

The state training system includes thefollowing subsystems,
subsystems which are done
regularly:• Training of target groups beginning from kindergartensand schools• Educational programs
programs, methodical manuals
manuals, relevantinteractive materials• TV andd radiodi programs, publications
bli ti
iin mass media
di• Social-psychological preparedness.

Armenia collaborating with ADRC

(since 2000) andJICA (since 2007) in the frame of various projects and programs
i l
implementst theth research,h educationdti
andd training
t i i
f the
for
th DRR
specialists who acquired

and shared valuable Japaneseexperience.
experience

Ministry of Science and Education together with the Ministry of
Emergency Situations in the frame disaster risk reduction
program will submit to National Assembly proposals andadditions for the Law “On Public Education” aiming at inclusiondisaster risk reduction elements in the school curricula.

Within the frameworks of its main activities the Department of Education
implements trainings on code of conduct of seismic protection, gamequizzes.
Game-Quiz
The game-quiz is held in schools,
schools especially for pupils of middle classes.
classes
It consists of 3 rounds.
For Example
TICKET N 1
When does the natural phenomenon turn into a disaster? Define the disaster.
Of how many types are the seismic waves?
How will you behave, if you are in the lower floors of the building during an earthquake?

THE INSTRUCTIONAL ALARM DRILLS ARE CONDUCTED TO TURN THE ACQUIREDKNOWLEDGE INTO BEHAVIORAL SKILLS.
Before making of evacuation the following activities are implemented:
The structural features of the school building are studied. It is found out whether the school
has civil defense (CD) and Situations Evacuation plan (ES) , which is agreed with the local
body of the MES and is approved by the school principal. The evacuation plan must include
th safethef routest necessary forf evacuation.
ti
Those
Th
routest mustt beb marked
k d with
ith arrows. Before
B f
the evacuation a training on code of conduct of seismic protection must be held with pupils
and teaching staff of the school.

Hereby effective code of conduct on earthquake protection has beendeveloped, which consists of 3 phases:
Wh t toWhatt do
d beforeb fth earthquake?
the
th
k ?
Get a map of seismic risk assessment,
where the seismic resistancecoefficient of the building of yourinterest will be noted.

Check in advance the safest areas ofthe school or the workplace, toshelterh lt duringd i
theth shakes.
h kMake an exit plan in advanceand test it several times.
D nott makeDo
k any
constructional interference inyour house which will reduce
the seismic resistance of thebuilding.

Agree with family members on
where you are going to meet after
the earthquake.

Fix the furniture.
Make the metal grilles of thewindows portable.

Free the exits from capacious items

Replace the iron doors with wooden
ones.

Do not place sizable items
on loosest.

Prepare a bag with essential items.

What to do during an earthquake?
If you are on the 1st-3rd floors, immediately leave thebuildingbuilding.

If you are on the 3rd and above floors,
do not leave the building.

You can find shelter under a table.
table

Use a kerchief or any piece of a cloth available
at your hands to protect yourself from the dust
caused by the collapses.

If you are in a street during anearthquake, move from buildings andelectric poles.

Stand under columns of the main walls or on thedoor openings holding above you a chair or a bag,i orderind tot protectt t yourself
lf fromffalling
f lli
small
ll
pieces.

If you are in the car during anearthquake, park it far from buildings,
in open spaces.

If you wake up from theunderground shocks and you
need to lighten the space, do notuse electricity or matches under
any circumstances.

Avoid bridges, since theseare very vulnerable.

If you are in underground during an earthquake,firmly hold the poles and listen to the metro
driver’s instructions.

Use torchlight toensure the lighting.

What to do after an earthquake?
Do not panic, since a panic-stricken person isgwith inadequateqbehavior and isdistinguishedunable to implement thought and focusedactions.
Stay far from the external walls of theWork on communicating with those ingg ruins or from outside.
neighboring
Shout with temporary breaks, hit sounditems to each other.

building and windows, since theycollapse the first.

Use sparingly the resources of waterat hand.

If you havehno watert underd yourdisposal, and the water pipe has
been damaged, but there is a small
puddle nearby, tear a piece fromyour clothes, soak it in water andythen put on your lips. Keeping asmall flat stone and iron items inyour mouth also reduces the feelingof thirst to some extent.

If you are in the ruins and you are sure that you’ll beable to get out of there yourself, open a loophole,
avoiding large debris. Strengthen the loophole withpillars for which you can use firm debris,
pillars,debris wooden andiron items under hand. Carefully examine the loopholeafter each shake.

Returningg home, attentively
y examine whether
flammable materials haven’t been spilled andcontinue
maintaining
fire
prevention
measures.

Do not try to enter the area of the disaster by car, since
you will pyprevent the operationspof p
professional
machinery, as well as the work of ambulance and rescue
equipment.

Trust only the official information.

And remember – the one is protected who is informed.

Department of Methodology
The

Departmentof

Methodology

performs

developmentofeducational programs on earthquakes for different segments of the
populationl ti .

Th department
Thedtt implementsilt developmentdlt off different
difft methodical
th di lmaterials and manuals to provide various segments of population
with necessary knowledge and skills on earthquake code of conduct.
conduct
Didactic materials are developed taking into account the psychophysiological peculiarities of the age groups.
groups

The

“Code

of

ConductonEarthquake

Protection” guide is designed for children ofProtection
preschool and early school age. The aim of themanual is to increase the level of the knowledge ofpreschool

and

early

schoolage

childreninqresistance. The brochure is intended forearthquake
painting, thus the psychological characteristics ofg ggroup have been taken into
the above-noted age
account so that the inner world of the children is not
subjected to trauma.
“The Message of the Planet”y, the aim of which is toThis manual is a fairy-tale,
increase the level of preschool and early school
aged children’s ability of resisting theearthquake.

“Game-book for pupils of secondary school”
The gamegame-book
book includes a crossword,crossword exercises,
exercises
labyrinths and other tasks on earthquake, theaim of which is to increase the pupils’ knowledge
level of earthquake resistance.
resistance
Educational poster on code of
conductd t on earthquaketh
k protectiont ti

Department of Sociology and Psychology
The Department of Sociology and Psychology conducts socialpsychological research,sociological surveys, as well as processing

and psychological analysis of data. As the leading specialist of thep
Department

ofSociologygy

and

Psychology,ygy,social-psychologicalp yginvestigations are implemented, by me the goals of which are to reveal
the level of cognitive and psychological preparedness on earthquakes
among different segments of population.

Example of Disaster Activities“What should I and my friends do in case of an earthquake?”
Social psychological work

Training on code of conduct of seismic protection is implemented by
CAP off SSP with
ith an aim
i off increasingii theth levelll off knowledgekl d on proper
behavior during a possible earthquake, as well as a psychologicalresearch program is conducted in order to form the description ofanxiety, stress resistance, cognitive-psychological preparedness of
population on earthquake.

“What should I and my friends do in case of an earthquake?” socialpsychological work is intended for the pupils of the 5th-12th grades.

The aim of the program is to
Increase the level of cognitive-psychologicalcognitive psychologicalpreparedness of earthquake resistance, as well as
to investigate the effectiveness of the training oncode of conduct on seismic protection implemented
by CAP and the possible level of application of thatknowledge in practice by the trainees.
The process consists of the following 5 stages:
I. Training stage
Instruction of code of conduct on seismic protection
Group discussion on “What should I and my friends
do in case of an earthquake?”Watching of didactic materials
Role playsII. Research stage
Characteristics of a temperament (test, author –Rusalov)
Trepidation (test, author – Spilberger-Khanin)Perception of cognitive and practical knowledge
on earthquake,thkas wellll as emotionaltil attitudettit d(questionnaire)
III.Stage of an instructional alarm drill
IV.Psychological debriefing
V.Social-psychologicalanalysisofthe group behavior

Temperament
I a complexIsloff more or lesslstablet bl typologicaltl i l characteristicsht i tiwhich describes the dynamic specifications of mental processes andbehavior of an individual, their strength, the speed of theiroccurrence, flow and pause, as well as influences on the vital andenergetic tonus of a personality.
Debriefing is a means of group
group, urgent psychological help
and is usually held immediately after a stressful event,sometimestiseverall hourshor daysdlater.
l t Its
It procedure
d
is
i the
th
revealing of stressful reactions in the atmosphere of safety andconfidentiality which give an opportunity to share theimpressions and feelings caused by the emergency situations.

The goal of debriefing is to weaken the severity ofpsychological effects of emergency situations,situations to minimize thepsychological sufferings.
The following problems are solved for that goal: processing of impressions, confrontations and feelings,
 cognitive organization of the experience through understandingof the structure and meaning of what happened, individual and group relaxation,
 decrease of the feelings of peculiarities of own confrontations
and of own abnormality, mobilization of internal and external resources, acceleration ofgroup support
 decision on means of further assistance.

Social-psychologicalp ygresearch program
p g
intended for 17+ ageggroup
Psychological research

is implemented by the Department of

Sociology and Psychology of SSP CAP , which tend to discover thelevel of stress resistance and trepidation
trepidation, as well as the cognitive
cognitiveemotional perception of the earthquake among the population of RA(17+ years).
)

The aim of the implemented research is to discover the following:
SSpecifications
ifi tioff cognitive
iti andd emotionaltil attitudettit d towardstd earthquake,thkon whether those surveyed possess the necessary code of conduct of
behavior during an earthquake, how much they highlight the applicationand maintenance of the code of conduct (questionnaire, author – S.
Kakoyan)Level of trepidation expression (Spilbelger-Khanin, test of trepidation
diagnostics)
ygstabilityyOverall level of de-adaptation risk and neuropsychologicalduring stress

It is important to note that
Stress-resistance is the ability of a personality for resisting
stress, conditioned with a person’s•

individual,•social-psychological,•

social-demographic characteristics.

Trepidation is the fellingg of expressed uncertainty,
y fear andexpectation of negative outcome, i.e., the perception of different situations(regardless of their nature) as distressful and fearing, where expectation ofsome sort of negative flow and outcome is existing.
It isi importantit t tot notet thatth t theth lowlllevell off stress-resistance,t
i t
aswell as the high indicator of trepidation can conduce that a person
gets into panic even in case of slight shocks and is not able to use
the necessary code of conduct.

Panic is the occasion when a person is distinguished withgactions, pperforms inadequatelyqy and is unable to makeuntargetedthought and centralized actions. Because of that a big danger
exists for the personality and his surrounding environment.

Based on the received results necessity of psychological work arises. For its
implementation we consider to be effective the application of such psychologicalmethods and techniques as:
Relaxation techniques which are special means of creating psychoneuromuscular relaxed, peaceful and balanced condition via generation of
inhalation, special breathing and corresponding therapeutic atmosphere
Art therapy – therapy of self-expression via art. Art therapy is a psychotherapeutic method, which is implemented with means of imaginative activity. It
is one of the most gentle and, in the meantime, deepest methods in the work of
psychologists
h l i t andd psychotherapists.
h th
i t
Art therapy ensures•expression
expression of feelings
feelings, emotions•search of new ways for communicating with the world•confirmation of the uniqueness and significance of the self
•increase of adaptability in the constantly changing world.

Several Indicators were implemented by the Centre of
Activities with Population (CAP) of SSP of MES 2015
In 2015 trainings on seismic protection code of conduct, quiz-games withtheme of “Be ready to withstand the disaster” and educational alarm-exercises
alarm exercises
have been implemented in 60 schools of 10 administrative districts.

6733 pupils
p pils and 491 teachers ha
have
e been trained in Yere
Yerevanan in 2015
2015.
3661 ppersons were trained in 31 schools of 5 marzes of the RA.
803 pupils and 181 staff members of kindergartens from 5 marzes( i(regions)) off RA andd fromf
Yerevan
Y
have
h
been
b
trainedt i d in
i 2015
2015.
Within the frameworks of the 27th anniversary of Spitak 1988 Earthquake
diffdifferent
events were held
h ld ffor representativesioff regionalil administrations
d i i
i
and
d
municipalities of marzes (regions) of the Republic of Armenia. In total 88 staff
members have been trained.

In total 11869 persons were trained in 2015.

Disaster mitigation education for different age groups of
populationpp
as a partpof Disaster Risk Reduction in Japan.
p
Stakeholders for disaster education: School teachers, Communities,
Municipalities, Prefectures, Ministries for example MEXT, Agencies,
NGOs, Private companies.
Methodology and tools for disaster education•Lectures
Lectures by school teachers•Lectures by officers and experts•Books, guidance, pamphlets, handbooks...
•Games•Museums•Audio and video materials•Visits to relevant facilities•Drills•Disaster activities•Others
Oth

Disaster activities by
y Communityy ((example
p of Hyogoy g Prefecture,,
Kobe city)
Drills: Bokomi Drill, Nada Ward Drill, National, Prefectural or Municipal
Comprehensive Disaster Drill
Drill, with school cooperationcooperation.
Disaster activities by Prefecture and by Municipalities:
P f t l andPrefectural
d Municipal
M i i l DM offices,ffi
DRR learninglicenters,t
facilities, Camp (Saijo city, Ehime Prefecture), Lecture by officials
Disaster activities by Ministries: MLIT- Lecture by MLIT
Regional development bureaus, Officials at school and on site,
nationwide. Town watching and hazard map.
Lectures and Visits:
Emergency organizations, Lifeline facilities, Research Institutes,
Museums, Exhibitions

Ministryy of Education,, Culture,, Sports,p, Science and technology
gy(MEXT) has a Disaster Operational Plan (2001) which one is last
amended in 2016.

One of the points of plan is Guidance about Disaster Education
at School which include advice to relevant organizations about
education of safety, spirit of respect for life and volunteerism, andmust be improved for securing children's safety and disaster
resilienceili
att disasterdit time.
ti
MEXT compiled a ,,Guide
Guide to Make a Disaster Reduction
Manual for Schools (Earthquake and Tsunami),, and,,Development of a Disaster Reduction Education to Nurture
Power to Live On,, demonstrating the direction of the school
education in disaster reduction, and to enhance the disastereducation at school.
sourcehttp://www.mext.go.jp/bmenu/hakusho/html/hpab201401/1376911.htm

Disaster Mitigation Education at schools
Importantp
to mention that Each Prefecture’s school's Disaster
Education based on own Prefectures and Cities Board of Education.
For example Disaster Education of Kobe City based on Board of
Education of Kobe City and Board of Education of Hyogo Prefecture.
Prefecture
And this mechanism is actual for each Prefecture in Japan.

Educational curricula of disasters applied in schools of different
provinces of Japan are different.
The main ideology
gy is based on recognitiongof the natural
phenomenon and on organization of quick and relevant actions
during a possible disaster.
disaster
The models of training inside and outside a classroom are topical,
critical role is given to recognition of the experience of the past andto the issue of avoiding the failures of the past, for implementation
off whichhi h efficientffi i t means are considered
id d tot beb meetingsti
with
ith adults
d ltwith experience of surviving disasters and visits to museums andlibraries of disasters.

It is important to note that the decision on selection fromthe existing diverse list depends on the corresponding teacher
of a given school.

Based on the decision and invitation of the school and theteacher, various events on disaster training are conducted inschools,, which are organizedgbyy volunteers or staff of stateand non-governmental organizations.

After Hanshin-Awaji earthquake, a lot of disaster educationmaterials were developed and distributed in Hyogo Prefecture.

Base on this experience, Board of education in Hyogo prefecture
also developed “School“S
disaster mitigation manual”.
The main contents of manual is
How to respond to different disasters
When students are in school or going on a field trip
• When students are at home
• When students are on their way to/from school• Initial response and role sharing (including a shelter support
ggroup)p)• How to make sure that parents/guardians pick up students• Plans to open school facilities to local people

Living for Tomorrow for students•This material was developed by Board of education in Hyogo
prefecture in 1997.
•There are 4 type materials, for lower grade in elementary school, forhigher grade in elementary school, for junior high school, for highschool.
Bring happiness to the World”.
•Kobe city developed a disaster management education
booklet, “Shiawase Hakobo,, (Bring Happiness to the World)․
p not only
y in Japanesepbut in•This document was developed
English, Chinese and other languages.
It is intended for students in disaster prevention education. It
aims to increase awareness of the lessons to be learned fromthe Great Hanshin-Awaji earthquake.
International cooperation with other disasterprone countries including Armenia

Disaster Education Materials
Saving life form disaster
Following 4 kinds of materials were published in2005
grade students in elementaryy
For lower gschoolFor higher grade students in elementary
schoolFor junior high school students
For high school students
One example for Disaster Education Guide
from Wakayama Prefecture
Disaster Education Workbook
Thinking
g about How to Reduce
Disaster Risks at the National andCommunity Levels.
Here you can understand what kindof secondary effects can have main
natural phenomenaThis section describes how two schools are actively promoting
disaster management activities: Kobe Municipal Nagisa
Elementary School” and Hyogo Prefecture Maiko HighSchool.”The Nagisa Elementary School conducts three sets of disastermanagementt activities
ti iti every year.
The first type of activity is the execution of evacuation drills.
The school holds three evacuation drills a year: in the spring,autumn, and on January 17.
Essentially the entire staff and all the pupils participate in the drills,
which are held under the assumption
pthere has been an earthquakeq
and resultant fire. The emergency evacuation drill takes
approximately an hour and a half. First, they have a simple
program of disaster management education, and then actual
evacuation drills, and finally a review meeting held with theirteachers.

The second activity is an event memorializing the GEJE that occurredon March 11,, 2011.
The principal and teacher responsible for disaster management talk tothe students about this disaster and they pray for the victims.
Li t off Disaster
List
Dit EducationEdti Activities
A ti iti
Contents
First
Semester

1
2

Evacuation
Drill

3

4

SecondSemesterCooperation with otheragencies

Evaluation

90 minutes lesson
fire department- lesson of disaster education
after drill
sometimes supports for- evacuation drill
teachers and students*teachers
evacuation drill- evaluation with teachers and students

17-JanSchoolAssembly

Lesson of
5 Disaster
Ed
Educationi

11 M
11-Mar60 minutes- silent
il prayer- sing a memorial song

none

none

60 minutes
Several time
- disaster education by using materials none
pper yyearwhichhi h was published
bli h d bby KKobe
b cityinone

The last type of activity is the inclusion of disastermanagementg
education classes in the normal curriculum.
During these classes, the teachers convey basic knowledge
about disasters.

Maiko High School started the Preparatory Study in April 2000.
And disaster management course was launched in April 2002.
Maiko high school implemented the new type of disaster education forhigh school students.

Characteristics of Educational Activities (Maiko High School)
Lessons by the Guest Teachers

Main steps of Disaster Mitigation Educationpbyy those who experiencedp
Kobe EarthquakeqSpeeches

Learning at Disaster Museums
Making of "Concept Map"
Si l ti to
Simulationt CopeCwith
ith ththe DiDisastert
To have the students thinks how they act at the time of the disaster.
It raises the students' awareness toward preparedness.
Making of "Related Map of the Disaster“
To have the students realizes that the degree of the disaster isstronglyg y influenced both byy the natural pphenomenon and byy thesocial environment (vulnerability).

Making of "Safety Map" of the Community
To have the students knows the community they live in and think what they
can do in the community
community.

Disaster Imagination GameTo have the students simulate the disaster and find the problems theircommunity have, discuss how to solve the problems and what they can do at
the time of the disaster.

Disaster Management of Imaginary Towngy town by
y themselves. The necessaryyThe students make an imaginary
factors are the natural environment, population, industry, infrastructures,and so on. They think of the disaster management manual of the town.

Making of "Wall Newspaper“

Town Walking in the Disaster Area
Field Work at Mt. Rokko
The students learn Mt.
Mt Rokko from the point of both natural environment andsocial environment. They especially focus on Kobe Earthquake and the Great
Hanshin Flood.
Ten Ideas to Make Community Safer
Learning with the Different Ages
In order to record the experiences of Kobe Earthquake, the high school studentspto the ppupilsp of an elementary
y school nearby.
y Theyy alsotalk their experiences
teach the children what they learned at high school.

Example of School Activity for Disaster Education
Fuchu Chuou Elementaryy School ((Hiroshima Prefecture))
The school organized Disaster Education Activity with volunteers from
Hiroshima Prefecture Sabo Division. The volunteers are retired officials who
visiting different schools in Hiroshima Prefecture after school request
request.
For education process, they use presentations
with colorful animation about Sediment
Disaster, Heavy rain, Flood, Landslide, Debris
and Slope flow, especially threatening
Hiroshima They use special experimental
Hiroshima.
layouts which show the debris flow orlandslide and prevention mechanism, which
can be tried by children
children.

Volunteers explained steps how to work with hazard maps, and told
children to follow 3 main steps: House, High risk area and Evacuation way.
The educational
ed cational process was
as very
er interesting with
ith a lot of didactic
materials and animations. The materials are tangible and children can get
experience which is the most effective way to learn.

EARTH Concept
Emergency And Rescue Team by school staff in Hyogo ,,EARTH,, foundedgin 2000. EATRH groups:•School education group•Research and planning group•Shelter management group•Mental care group•School lunch group

EARTH Activities,

EARTH Handbook

As well as organize the know-how for the early resumption of school
educational activities from the large-scale disaster, in order to contribute to
the activities of EARTH members, was issued in March 2006.

Three principles of disaster education (EARTH)
1. Knowledge about mechanism of hazard and disaster.
2. Disaster reduction Knowledge: Disaster reduction actions andevacuation after the occurrence of actions Foundations of WellBeing hazard.
3. Foundations of Wellbeing and symbiosis.
Source http://www.hyogo-c.ed.jp/~kikaku-bo/EARTHHP/Disaster Education in Communities
Main principle of Community-Based Disaster Risk Reduction andManagement

Volunteerism and Disaster Mitigation Education
The Disaster Countermeasures Basic Act,, the most fundamental law ofdisaster measures in Japan, regulates that the municipalities must make efforts tofulfill the “Disaster-management organization based on the spirit of citizen’s
neighborhood cooperation” (Section 2 of Article 5: Responsibilities of Local
Governments). In Japan, the term, “voluntary disaster management organization,”
was used for the first time in an official document in 1961.

Kobe developed BOKOMI (Disaster preparedness and welfare
community). BOKOMI concept was formalized in 1997. BOKOMI has
active and fundamental role for implementing Disaster activities.
Disaster-prevention and risk reduction activities by BOKOMI
are as follow:•
Disaster drills and training•
DRR education program with schools•
BOKOMI junior team (fostering children
children’ss teams to lead andwork on DRR activities)•
Public awareness event•
First aid seminar,
First-aid
seminarchecking emergency materials andequipment•
Town watching and preparation of community safety map, risk
reduction activities with rescue workers and fire fighters (identifi
cation evacuation root, removal of object blocking these roots,
fixing furniture etc.)

To strengthen community resilience and mutual support:•Get to know each other•Capacity building of each individual for disaster reduction•Promote participation of people in emergency drills
Support people who need helps at the time of emergency•Support

Disaster Reduction Drills and Exercises
The Government has designated the 1st day of September as theDisaster Preparedness Day and the week including this day as theDisaster Preparedness Week, and carries out various events to raiseawareness and readiness about the disaster. Disaster drills and ,,disaster
reduction fairs,, are held in various parts of Japan.
It is obviously that Disaster Drills is one of the very important tasks
for Disaster Education.
For Example HAT Kobe Disaster drill organized by Kobe city.
Kobe city organized HAT Kobe disaster drill, with community volunteers,
Kobe fire department,
department University of Hyogo and Disaster Reduction and
Human Renovation Institution. People took part in different types ofactivities.

Example•Earthquake occurred during daily life, after early warning people must
organize
i selflf defense
d f
activities
ti iti•Shaking table

How to use AED

First aid

Thus, drills are a more active, practical and effective means fordisaster education, since they represent a game and education in
the meantime, as a result of which people acquire particularexperience. The latter can orient a person’s behavior in case of
appearing in a similar but real situation, as a person already haspractical knowledge or behavioral model for responding to such a
possibility
y of ggettinggsituation. This factor in its turn lowers the pinto panic, which can be disastrous for the given person.

Lectures and Visits:
Emergency organizations: Fire station, Police station
Lifeline facilities: Water, gas, power station, dam, sabo facilities
Research Institutes: NIED,, JMA,, Schools (Maiko(Highg School,, NagisagElementary School), Universities…
Museums Exhibitions: Based on of affected areas (Great Hanshin
Museums,
Awaji Memorial Museum, Inamura-no-Hi no Yakata Tsunami
Educational Center and Museum
Museum, Abeno DRR learning centre of
Osaka, DRR Learning Centre of Nara City)JMA accepts different visitors for example teachers, students etc. and organize
lectures, observatory visits. The agency has a lot of brochures, guidance videos
and animations in case of Disaster Mitigation Education

Sourcehttp://www.jma.go.jp/jma/indexe.html

,,Plus arts,, Organization
Basic Principles of +arts and disaster tools“Iza! Kaeru Caravan!”Existing various fields in society (Education, welfare, environment, disaster, andcrime-prevention ･･･)

“Iza! Kaeru Caravan!” is a disaster prevention education event thatcombines a local disaster drill program and “Kaekko Bazaar,” a toy
exchangeg bazaar,, created byy artist Hiroshi Fuji.
j In this event,, children
learn about disaster prevention as a continuation of play. Started in
2005, this event has been held nationwide in cooperation with various
enterprises and organizationsorganizations.

They offer many disaster drill programs that are helpful for
emergencygy situations!
Target shooting game with water extinguisher

Cooperation with Fire fighting Service•Experience of passing through the smoke caused by a fireBlanket stretcher time-trial
Carry anything all over the place.
“Carry anything all over the place with a blanket or a door
door.””

It is important to highlight that for each location a doll with an appearance
typical to the given locality is used which makes the game-training process more
attractive
tt ti andd lovable,l
bl sinceichildren
hild
have
h
feelings
f li
off familiarity-amity
f ili it
it ttowards
d th
the
doll.
Thus, the game is adapted to the locality thanks to which the interest
towards the process increases
increases. This means that the age
age-related
related andpsychological characteristics of children have been taken into account in thegame and this way it is accessible for a child’s perception. The child helps her doll
which is reinforced in her demeanor if the game is repetitive in its nature
nature.
Correspondingly, the child has a subconscious behavioral model for responding
to such a situation.

Red Bear Survival Camp

It is a survival experience
program for parents andchildren. The participants
have fun while learning what
to do during
g a disaster andacquire the skills and strength
required to survive whateversituation they may face.

Attractive Educational Tools

Hyogo Prefecture Crisis Management Center
Has a special room where visitors can find different type of disastereducation tools and materials. Guide introduces the main disasters
and educational tools.

National Research Institute for Earth Science and Disaster
Resilience
The mission of NIED is "to conduct comprehensive fundamental basic
study and fundamental research and development in order to increase thelevel of science and technology for disaster risk reduction" as stipulated inthe "National Research Institute for Earth Science and Disaster Resilience
Law."
Based on disaster Risk Reduction and Human Resource
Development objectives NIED create Experimental Facilities which is:Experimental Facilities
Large-scale Earthquake Simulator
Rainfall Testing Facility, where you can get experience of heavy rain with suchintensity and speed which is specific for Japan.

During a year a lot of people of different age groups visit to NIED and they canhave some experience of any disasterdisaster, for example they can feel different typesof earthquakes. The main goal of this experience is to recognize different typeof earthquakes and understand your psycho-physical condition during and after
the experiment,
experiment it is very interesting way to understand this natural
phenomenon. Because when person has an experience it can help to havecorrect behavior in case of earthquake will happen in future.

Kyoto University Open Lab

Kyoto University has different type of lab, and during of open lab eventchildren and adults can recognize and learn scientific development of Kyoto
University. Especially Disaster Prevention Research Institute's open lab is one ofg typesyp of Disaster Education,, where yyou can have experiencepof
the interesting
different type of disasters and understand phenomena and prevention
mechanism in experimental facilities.
For example,
example sediment disaster prevention lab
lab, where you can see cause of
sediment and debris flow and mechanism of prevention made by University
students.

Earthquake prevention lab, where children can make faults with different coloursof sand.

Earthquake experimental facility, where the lecturer made presentation about last
Earthquakes for different age groups visitors and then he talked about importanceof fixing of furniture and TV in house and showed the importance of his words inexperiment with shaking table.

Visitors can have experience of intensive wind in one of experimental facility of
Kyoto University, with different age groups children and parents.

Disaster Reduction and Human Renovation Institution
The Great Hanshin Awaji Earthquake Memorial Hall holds evidence of theexperiences and lessons learned from the Great Hanshin Awaji Earthquake, andcontribute to decreasing the damage caused by disasters.
There are approximately 150 registered volunteers who work at the facility.
Storytellers convey the memories of the earthquake to visitors.
Approximately
ppy 500,000,
peoplep p visit this facilityy annually.
y 60% of them are fromschools, and 40% of them are from overseas.

The following
g is a list of exhibits at this museum.
1.Theater
2.Streets immediately after the Quake
3.The Great Earthquake Hall
4.Memories Corner
5.Five dioramas, showing the road to recovery from the earthquake
6.Recital Corner
7.Station, providing the latest information of natural disasters
8.Workshop of disaster prevention and disaster mitigation
9.Gallery of disaster prevention for the future
Detailed information with photos is available online (http://www.dri.ne.jp/english/kanran/index.html).

Inamura-no-Hi no Yakata Tsunami Educational Center
Visitors of different age group can acquire important knowledge on disaster
preparation while enjoying some activity (witty poems) on disaster prevention,
explanatorypyggraphics,psimulation videos and the ggame itself. Visitors can see
there Hamaguchi Goryo Archives and learned lessons from the past.
There is 3D Tsunami Video Theater, where visitors can experience thedanger and power of an earthquake-tsunami. They can can understand that
twatch the film about how to evacuate and protect yourself. And especiallychildren hey must evacuate by themselves and they must not wait their parents athome if they hear tsunami warning.
The Tsunami Simulation
S
is an interesting way to learn about the
propagation mechanism of tsunamis with the 16m long tank used for tsunami
experiments.

Kobe University’s Library ,,Earthquake Disaster Materials Collection,,qdisaster material collection” is an institution throughg which the“The earthquake
Kobe University Library independently collects materials related to the Great
Hanshin-Awaji Earthquake and shows to them the public.
They store about 50,000 materials now, and the number is increasing.

Digital Gallery

Activity of Asian Disaster Reduction Center
The ADRC was established in Kobe, Hyogo prefecture, in 1998,
with mission to enhance disaster resilience of the member countries,
to build safe communities, and to create a society where sustainablep
is p
possible. The Center works to build disaster resilient
development
communities and to establish networks among countries throughmany programs including personnel exchanges in this field. Main
activities of ADRC:• Information Sharing on Disaster Reduction• Human Resources Development• Building Communities Capabilities

Communityy Based Hazard Mapping
pp g
ADRC developed the tool for capacity building at community level
Hazard mapping is one of ways of Disaster Mitigation Education
because you must Identify high risk areas, evacuation routes/ centers,
you must get information about Past disaster experiences and get
information about Disaster Equipments in that area.
S HazardSoH
d map can hhelp
l iin case off evacuation
ti andd person canunderstand, where he must evacuate, by which way and what kind ofhigh risk areas has that area.
Town Watching method is widely used in urban planning andenvironment fields but it was first applied systematically to disaster risk
management in the late 1990s by Former ADRC ED Mr. Yujiro Ogawa

Objectives
9To involve local residents in developing hazard maps for their community
9To reflect the opinions of local residents in local policy making
9To promote common understanding of risks among local residents,
governments and experts.
Based on this concept ADRS VR 2016 had a GIS training and made Safety Map for
Tsurukabuto area which is the one model of ADRC Human Resource development
activities.

Conclusion
Comparative Analysis
Each Prefectures school's Disaster Education based on own
Prefectures and Cities Board of Education.

Thus, the choice of tools and methods for conducting disastereducation depends on the decision of the school and the teacher.
Besides the lectures on specific disasters organized by a school, italso issues an invitation and the experts and volunteers of a given
entity organize a visit to that school with an aim of conductingdidisastert education.
dti

The tools ensuring education, in particular booklets, banners, books,
game-exercises and their contents are in general the same, since inboth of the cases the age-related psychological peculiarities,
maintenance of the game-education or learn and have fun principle
are taken into account for increasing the level of influence.

Training on natural phenomena typical to the specific area.
gof the risky
y zones of the specificparea.
Recognition
Recognition of the secondary effects of a respective natural
phenomenon.
g on the competentpand right
g behavioral counteraction modelTraining
for a natural phenomenon and its secondary effects.
Development of ability of getting oriented in a given situation andmaking a decision based on already possessed knowledge.

Major attention is paid to the assimilation of each other’s
support model, which implies taking of social responsibility andhelping not only himself, but also, in case of possibility, otherpeople who need it - especially the elderly people and people
with disabilities
disabilities.
Special significance is given to mental care for both teachersand pupils.
The speech-lectures by population or professionals who have
had an experience of a disaster are topical.
T
Town
Watching
W t hiandd HazardHd or Safety
S f t mappingiwith
ith studentst d t
and community members is considered to be a major activity.

Disaster education is not major school subject in Japan and in Armenia.
p studyy about disaster in the textbooks of Earth science subjects
jof
Pupilsboth of the countries.
preparesp
the list of schools must
In Armenia the staff of the CAP of SSP p
be educated in the given semester. Afterwards the list of the schools andthe proposal on disaster education is sent to the Ministry of Educationand Science, where after the approval of the schedule it is sent to the
Directorate of a respective school. Later the staff of CAP of SSP visits
the school and organizes disaster activities, presentations, socialpsychological works, game quizzes, drills, etc.

Disaster education for adults in Japanesepand Armenian models isbased on the activities organized by community, however CAP of SSP
conducts disaster education also for the top and middle-level officers
of town halls, local governments and local municipalities, who must
transfer their experience and apply in case of necessity.
One of the differences is that in Armenia EARTH concept doesn’t
exist,ihhowever
CAP off SSP implements
i ldidisastereducationdianddtraining also for pedagogical staff and personnel.

In the Japanese model of Disaster Management psychological work andresearch is implemented particularly by National Information Center for Disaster
Mental Health, Hyogo Institute for Traumatic Stress (HITS) and by several
universities which have different types of trainings.
universities,
trainings
Some of the tranings are for human resource development, they implement
programs for nurses and teachers and educate them how to behave with aperson after trauma.
In the Armenian model such p
projectsjare conducted byy p
psychologistsygof
schools, since each school has its own psychologist.

It is worth to note that the social-psychological work on disastereducation is involved in the operations of CAP and in thePsychological Service of MES of RA.

The difference from the Japanese model on the socialpsychological research is that it is organized after disaster trainings
to get feedback and to organize the perceptional-psychologicaldescription of the group, where the perceptional-emotional attitude
towards
d a temperament, trepidation
id i on earthquakehk are observed.
bd

One of the major differences is that in Armenian model thevolunteering experience is absent in disaster activities, compared to
the Japanese model,
model where the term,
term “voluntary
voluntary disaster management
organization,” was used for the first time in an official document in
1961.
Another fundamental difference that exists between
Armenian and Japanese disaster activities is the absence ofDisaster museums and Experimental facilities in Armenia,
which are effective tools for ensuring psychologicalperceptional preparedness on disasters.
disasters

Disaster museums g
give a chance to p
periodicallyy remind thegenerations of disasters which have already occurred in the given
region and to learn on the experience and shortcomings of the past,
not repeating them
them.

Experimental facilities enable to not only see the possible
demonstration of the natural phenomenon and the mechanism of its
prevention, but also to acquire experience with practical participation.
It is known that, based on the psychological peculiarities ofperception practical education is considered a mean for easy
perception,
assimilation of the phenomenon and for effective memorizing. Thus,
this mechanism of education is one of the most effective ones in thepsychological pedagogical practice.
psychological-pedagogicalpracticeありがとう ございますՇՆՈՐՀԱԿԱԼՈՒԹՅՈՒՆ