Although it is perceived else in a variety of fields that safety must be guaranteed above all, the concept of individual safety competence is yet to be accurately defined. For the purpose of the development of the education for bringing up individual safety achievements by defining the concept of safety competence, the result of the examination regarding the concept of safety competence is postulated.
The concept of safety competence presented here consists of 3 main elements, that is,‘competence for danger anticipation’,‘competence for safety conservation’and‘competence for coping with accident’. These 3 main elements of safety competence are respectively followed by medium and lower conception, constituting the systematic and time-series structure.
This definition of the concept of safety competence will contribute to the establishment of basic framework of the contents and the aims of the achievement in safety education. Additionally, this concept will present the outline of evaluation method of individual safety competence.
(The result of this study is based on the r esearch in up the Research Council for the Development and the Assessment of Safety Competence, which has been set up in the Japanese Society of Safety Education from 2000. )

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In recent years, the significance of the upgrading of safety culture in societies and organizations has been frequently advocated. The aim of this study is to consider the concept of organizational safety culture by reviewing the concept of organizational safety culture in the past literatures. Additionally, we intend to propose, here, the course of action of safety education in schools for the contribution to the promotion of organizational safety culture.
Although a number of concepts regarding organizational safety culture has been postulated, the concept of safety culture or climate is yet to be clearly defined. At least, however, the shared belief, value and attitude toward the priority for safety among the all members of an organization is essential to develop and maintain the upgraded level of organizational safety culture. In addition, the prevention of critical harms by establishing reporting system and adequate response regarding incidents and near-misses will be required. Furthermore, the contribution to improvement of social safety culture as well as upgrading of the organizational safety culture will be desired in these days that corporate social responsibility has attracted much attention.
Regarding the course of action of safety education in schools to contribute to the promotion of safety culture and climate in societies and organizations, the efforts for the development of the sense of value that gives the toppriority to safety will be the most essential. Additionally, the education will be required intending to bring up the competence and attitude, for utilization of information associated with accidents and incidents, reporting one's experience of errors and near miss, analyzing the cause of accidents and incidents from various views, planning and executing the measures for reoccurrence prevention and resisting one's impulses, emotions that pose hazards to oneself and others, and the attitude toward the contribution to social safety activities.

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The purposes of this study were to develop a Safe Locus of Control Scale for elementary school children from the viewpoint of Health Locus of Control that derived from Social Learning Theory developed by Rotter JB, to examine the relationship between childhood Safe Locus of Control and Social Support Cognition. Questionnaire method was implemented on children from 5^thand 6^thgrade in two elementary schools, and 437 answers were returned.
Factor analysis yielded 3 factors which corresponded with the hypothesized 3 components:“self control”,“powerful other control”,“chance control”. As a result, high reliability and validity of the Safe Locus of Control Scale for elementary school children were confirmed.
Referring to the relationship betwe en Social Support and Safety Locus of Control, the result implies children who are able to feel they are getting Social Support from the other influential people such as“family”or“teacher”, can boost the sense of Self-affirmation of Control, i. e.“self control”and“powerful other control”. It is therefore considered that in future development of Safety education in elementary school, the level of consciousness in which safety promotion is done together with the children's families and teachers should be raised.

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The aim of this research is to study how the approaches concerning crisis-management were prepared at each school. In this study, we analyzed the data collected in an in-service training of teachers held in Tsukuba. We found that the crisis-management to prevent impending risk in school tended to be more sufficiently prepared in elementary schools than in junior high schools. The reason of this result seems to be that elementary schools have younger students than junior high schools. Therefore, it is thought that the awareness for crisis-management of elementary schools tend to be higher than that of junior high schools. We also found that the approaches of crisismanagement concerning the prevention of risk and the aftercare for accidents were less prepared than those of emergency. In conclusion, it was recommended that improvement of the present crisis-management manual should be made taking the results obtained in the present study into consideration.

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The approach to school safety during commute was investigated. The data were collected in in-service training of teachers held in Tsukuba. In this study, data obtained from 104 teachers of junior high school were used. In many schools, students were educated for crime prevention and were given security goods. Furthermore, the approach for cooperation among schools, homes, and communities was found. On the other hand, it was found that these approaches had difficulties to practice due to conditions of location. In conclusion, it is important that improvement of cooperation among schools, homes, and communities should be done to keep security of students.

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