[in Japanese]

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Major purpose of disaster education is to strengthen ability to protect people’s lives by themselves and to foster a culture of safety to reduce risks and damages from potential disasters. This article focuses on Aceh in Indonesia, which was devastated by the Indian Ocean Tsunami of 2004, as a case to verify the development of disaster education in its course of reconstruction in the post disaster period. Through literature review and field surveys, the study found that disaster education in Aceh has been developed by initiatives of international organizations based on the Hyogo Framework for Action of 2005. Disaster education has been implemented at school curriculum in Aceh as the first case in Indonesia. The findings show that transfer of disaster information and knowledge on disaster to school children was confirmed. On the other hand, disaster education should be a more practical learning program based on actual experiences from past disasters. Disaster education should also be localized by including relationship with people and nature rooted in the culture, history and traditions of Aceh, to avoid repeating the same disasters in the future. The next step for sustaining the development of Aceh’s disaster education will be to make the disaster education program for the Aceh people and by the Aceh people.

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This study aimed to develop disaster prevention educational resources for the purpose of improving disaster prevention education in schools. Research methods involved the following: collection of educational materials and resources related to disaster prevention created at local and prefectural levels; analysis of these resources from the perspectives of (1) contents, (2) applicability for use in educational settings, (3)structure; and development of resources for disaster prevention education. The results are as follows:
1. The resources developed are in the form of a notebook in Kagoshima City.
2. Features of the resources developed are as follows: (1) they are appropriate to the developmental stage; (2) they are in the form of a notebook in which students can write; (3) they are relevant to locality; and (4) they are designed to be used not only in school, but also at home.

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