阪神・淡路大震災復旧対策の形成過程-教育対策の事例-

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  • Utilization of Educational Facilities in Reconstruction Process from Hanshin-Awaji Earthquake
  • ハンシン アワジ ダイシンサイ フッキュウ タイサク ノ ケイセイ カテイ キ

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Hanshin-Awaji earthquake struck Kobe on January 17th 1995, and ruined the city, leaving 6, 000 victims and 530, 000 people unsheltered. But fortunately the damages of school buildings were less serous, so the class rooms could provide adequate spaces for refugees. Thus about 60% of refugees spent about 8 months in primary and secondary schools with the help of school teachers.<br>After the earthquake, each government authority concerned started to consider its own countermeasure. Then the National Land Agency set up the “Conference for Countermeasure Against Earthquake”, Which consisted directors of main authorities concerned. On 19th January, prime minister set up “Headquarters of an Emergency Countermeasure for Hyogo-ken-Nannbu Great Earthquake” for concerted actions among the government. Eventually “the Law for Master Plan and Organizations for Reconstruction of the Stricken Area” passed the diet, and Headquarters of Reconstruction of the Area was set up.<br>To cooperate with the overall actions, the Ministry of Education also set up the task force of “Coordination Staffs for Reopen and Reconstruction for Schools”, and first supplied daily necessities and sent emergency doctors team, and then sent the team of architects and engineers to help recover the damages and to financially help the prefectures concerned. While the local people were keen about the reconstruction of physical infrastructures such as roads, railways, ports and others, the government took the effective actions for reconstruction of school buildings and replacement of excess teachers within the limited financial resource.<br>Following the lessons from the earthquake, the government is due to plan the school facilities as the regional shelters. To put it concretely, it involved: (1) to set school facilities as shelters, (2) to appoint a responsible persons like school master in case of disaster, (3) to provide adequate information to refugees in schools. A point of emphasis is that while the basic transport facilities are daily necessities, but also the function of schools in case of earthquake is no less important than these physical infrastructures.

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