Titlebook: Disaster Resilience of Education Systems; Experiences from Jap Koichi Shiwaku,Aiko Sakurai,Rajib Shaw Book 2016 Springer Japan 2016 Communi

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Community Linkages and Disaster Risk Reduction Education,ws inclusion of multi-stakeholder. These three examples are different types of community-based education approaches. One of key factors is suggested to include school as a main actor for community activities under the sustainable system supported by local government.

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School Disaster Resilience Assessment: An Assessment Tool,ith teachers, the Board of Education in Kesennuma City, a university, and an NGO. Other schools, family, community, and community-related organizations are included in the many proposed activities. SDRA can be used for capacity development of school teachers and government officers. In addition, SDR

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International Cooperation: ESD and DRR in Japan,e on ESD” to sustain and enhance ESD at post-DESD in the world. Also, the Ministry of Education in Japan (MEXT) has started the “ESD Promotion Program for Fostering Global Human Resource” since 2014 to promote ESD beyond DESD by establishing consortium in each region. On the other hand, in March 201

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Role of International NGOs in Education Sector Recovery in Japan,butions, which they independently decided to use, along with building a capable and trustful team among the internationally experienced and locally familiarized Japanese staff. The involvement of international child-support organizations had the potential to strengthen the governance and resilience

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International Cooperation: Interventions in Enhancing Disaster Education in Turkey,ich can be utilized in classrooms easily by teachers. Finally for the sustainability, system was proposed and some has been operated. How to cascade the teacher trainings has been precisely planned in each province and methodology of monitoring and evaluation was developed, and inspectors at provinc

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