テッコウギョウ ノ コウド セイチョウ オ カノウ ト サセタ ヤワタ セイテツショ ノ イチダイ キョウイク プロジェクト 3 1957 1966 ネン ノ ジュウギョウイン キョウイク プロセス ソ ヨンダル キョウジュ タイニン キネンゴウ

In my previous articles－“The Development of a Large-scale Employee Education Program at Yawata Iron and Steel Works and Its Influence on Japan\u27s Rapid Economic Development” (1)and (2) in St. Andrew\u27s University Economic and Business Review, Vol.42 No.2 November 2000 and No.2 Vol.43 November 2001－I wrote in (1) about the overall aspect of a mass education and of the use of “Foremen“, and in (2) about the education for a total of 40,000 workers from the year from 1957 to 1969. In the decade of the 1960s, Japanese Steel Industry constructed six brand-new gigantic steel works, with huge facilities equipped with electro-mechanical equipment. Because of the massive size of each facility and the computerized production control system integrating the whole works, even a short out-of-service time of equipment damaged total productivity heavily on one hand, while on the other, the technology necessary to properly maintain and repair this equipment required high-level knowledge and skills in state-of-the art electronics and modernized engineering. However, the most of the maintenance workers in 1950s had only 6-8 years of basic education with experience-related skills. As I described in my previous article (2), many of them recieved another 4 years of equivalent education through in-house education programs. In order to fill up the gap between the technological level required and the level of the workers, Yawata Works initiated its own technological courses within the frame work of the Works’ “Education Program”. In the courses, starting from 1960, new employees who had just graduated from high school were trained full-time for one and a half years to acquire the equivalent of an undergraduate education in the specialized field of electronics, automation and instrumentation, and mechanical engineering. It ended in 1965 and nearly 690 graduated. In addition to these courses, Yawata started the compacted version of the courses and educated already employed maintenance workers in intensive three month full-time courses to give them a junior technical college level education. It started from 1960 and ended in 1965 and nearly 1,600 employees finished the courses. These persons became key figures in the existing as well as newly constructed steel works to sustain the full operation of the new facilities. Judging from the number of published papers on this topic, which I could find almost none, the importance of these in-house-education has not been properly recognized, even though it was indispensable for Japanese rapid economic development. From this point of view, this article describes the detailed curriculum and the way the courses were designed and proceeded as part of a large-scale employee education system

東京都区部における地域自主防災組織と公立学校の連携

Cooperation for disaster prevention between local autonomous disaster prevention organizations in Tokyo and public elementary schools were clarified. Interviews were conducted with the principal of three elementary schools in three districts of Tokyo that were designated to be used as shelters, and as bases for rescue operations at a time of catastrophic calamity. Results indicated that the shelters might not be promptly established at a time of a disaster, and that stockpiles of emergency materials were insufficient. Interactions had taken place between the autonomous disaster prevention organization and all the schools, but shelter management training between the school and the local area had not been conducted. The results of this study indicated the need for cooperative events, such as emergency shelter management simulation training and for strengthening cooperation between local resident and the school

地域自主防災組織の活動実態と活動上の問題点 : 南関東地域の3つの自治体における検討

The purpose of this study was to reveal the actual conditions and problems from activity in local autonomous disaster prevention organizations in Tokyo and Chiba prefectures. Some problems that inhibited disaster prevention were found by this research. There was under estimation for disaster prevention by the administration. There was indifference towards disaster prevention by the residents and the staff of local autonomous disaster prevention organizations. Also, there was little interaction between old residents and new residents. In addition, human relation problems existed between elderly members and young members in local autonomous disaster prevention organizations. We list up six necessary things to be done: (1) To prepare an adequate stockpile of food and tools for, rescuing. (2) To clearly designate a leader for disaster prevention. (3)To set up an organization management emergency shelter independent of the administration staff. (4) To set up an organization to promote disaster prevention for residents of apartment houses, and workers in small and medium-scale enterprises. (5) To make local autonomous disaster prevention organization centering on PTA in elementary schools. (6)To teach disaster prevention to elementary. school students and junior high school students as they will be the future leaders for disaster prevention

家庭内の防災行動に関する研究 : 東京と神戸の一般住民間における比較

Differences between disaster preventive actions and measures taken by the general population, and improvements to the disaster prevention system were compared between Tokyo; where a large earthquake is predicted, and Kobe, where the Hanshin-Awaji (Kobe) Earthquake was experienced in January 1995. A questionnaire survey was conducted with the resident of two districts in Tokyo and Kobe. Results indicated that the sample of residents in Tokyo did not understand how to prepare for disasters, with the exception of refuge management provisions, which were better than in Kobe. In addition, a tendency for not making concrete preparations was identified, despite the worry about the possibility of a large earthquake happening. Moreover, there was a tendency to value local human networks. Finally, the sample in Kobe was more optimistic than the one in Tokyo