Under the severe financial conditions, Japanese infrastructure planning is definitely facing some complex and difficult situations. Resilience is defined by psychologists as successful adaptation to adversity, including successful recovery from adverse life events and sustainability in relation to challenges. It is important to produce a lot of human resources with resilience skills for difficult works from infrastructure planning to implementation. However, declining resilience skills of civil engineers will have become obvious in recent years. This paper discusses the resilience skills and capacity building process needed for the young civil engineer using oral history of six pioneers who have overcome the project difficulties and led many of them to success.

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 Civil engineers should be educated for six years through undergraduate and graduate schools because of globalization. Based on above background, this paper describes necessary skills to take an active part in actual field so that engineer active in society is effectively educated in undergraduate and graduate schools. Afterwards, a coursework for students to acquire them is discussed. Additionally, it is reviewed how an undergraduate student with high motivation go on to a graduate school. As a result, it is understood that communications skill, logical thinking ability and management skill, etc. are required in the industrial world, and a graduate who goes on to a graduate school with a purpose succeed in a society. Moreover, it is clear that their skill and ability are remarkably raise up through research activity and laboratory management. In addition, it is confirmed that an undergraduate student recognizes essence that civil engineering is useful for the society by a site visit and an interaction with engineer, and an actual plan, design, construction, and maintenance are implement with some technologies integrated individual sciences. Therefore their motivation for learning improves. Also it can be said that set of lesson including these activities is important, because it becomes a chance that they want to go on to a graduate school.

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 This article describes efforts that are underway to recover from the accident of the Fukushima Daiichi Nuclear Power Station based on “geotechnical engineering”. Especially, the authors has insisted the necessity of “Geotechnical Engineering for Decommissioning” in this article. Firstly, the new research topic of the super heavy bentonite-based slurry has been introduced briefly. It synthesized by bentonite and barite, which has shielding effects against radiation, is obtained as a result of that work. “Radioactivity” is an advanced keyword for geotechnical engineering and civil engineering. Secondary, this article explains the technical committee and task force established in the Japanese Geotechnical Society (JGS) in response to that accident. The task force has identified several areas where new environmental geotechnical technologies are needed and has put forth ideas for developing new technology and educational initiatives that will be necessary to train future engineers to work on the project.

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 The purpose of this study is to suggest an education framework for disaster risk reduction by utilizing Yokai, namely Japanese traditional monsters. In the pre-modern Japanese society, people understood that mysterious phenomenon are caused by work of Yokai. In addition, Yokai lore often tells us how to act when tsunami, earthquake, flood are occurred. Work of Yokai relating natural disaster can be classified in occurrence factor, omen, situation description, prevention scheme and disaster history transduction.

 In this study, we conducted “Yokai Safety Workshop” as a social experiment, based on a role of Yokai lore as a social device to transmit disaster risks. Through the work to create new Yokai, the children who participated in the workshops were able to recognise the risks in the region and suggest how to avoid disaster risks.

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 In maintenance of bridges, knowledge and skills are required to carry out proper inspection. However, the knowledge and skills of inspection technology is often learned by experience. Therefore, a learning method that improves the inspection skill efficiently and reliably is needed.

 In this study, we focus on corrosion of steel bridges, which is a typical deterioration phenomenon. A corrosion inspection learning system that maps corrosion of actual bridges into 3DCG and learns the corrosion or inspection of steel bridges on the desk is developed. There is a feature of the system that can freely approach from any angle to the corrosion part and experience various kinds of information on corrosion inspection by the learning curriculum. Based on the results of the questionnaire survey, it is shown that it is an effective learning item compared with the previous learning method

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 In this study, we conducted a questionnaire survey on a series of agricultural experience activities in cooperation with the area, and obtained knowledges about the curriculum by cooperation between the high school and the area by evaluating from the viewpoint of the students of the agricultural high school. As a result of the questionnaire survey on agricultural experience activities, it became clear that the evaluation of rice planting, rice harvesting, riceball selling and the exchange with the citizens was high. As a result of multivariate analysis, it was found that rice harvesting and tasting of new rice have a great influence on the overall evaluation. Moreover, by participating in the agricultural experience activities, the motivation for school learning increased, and the interest in agriculture, the park, and the environment was found to increase the awareness and the desire. Especially, it was found that tasting new rice, which can taste its own results, had a greater impact on the overall evaluation than rice harvesting.

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 In recent years, it is pointed out that it is urgent to secure and train personnel in the construction industry, with various efforts, such as improving productivity in the construction industry and aiming for an attractive construction site by promoting i-Construction, are under way. Our school is a technical high school that has civil engineering classes as a single department during three school years, and there are forty students in one class, and the number of jobs from civil engineering companies far exceeded the number of civil engineering students who would like to get jobs. However, it is predicted that the number of students entering high school will decrease in the future, and securing students as the future young engineers in the civil engineering department of this school is a challenge. In order to secure students it is essential to convey the importance of civil engineering in society, but we think it is the starting point to make students feel "Civil engineering is interesting" at first in the civil engineering department of our school, and we believe the STEM educational model is effective for that purpose. In this report, I’m going to describe the activities of our civil engineering department from this viewpoint.

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