Prepare for the next disaster with mutual support agreements

Kobe – One of the things the COVID-19 pandemic has demonstrated so clearly is the interconnectedness of the world. Soon the epidemic in a country became a pandemic, regionally and then globally. Interconnected economies and their supply chains eventually stopped, as did global and domestic commercial travel.

Schools have closed, clubs and social activities have been drastically halted, and people’s lifestyles have been greatly disrupted due to job losses or medical concerns. This does not include even the 800,000 people who lost their lives after contracting the new Corona virus, and their family members, many of whom were unable to say goodbye in person.

While there are downsides to interdependence, there are also many positives, with people and communities helping each other in a time of need.

Connectivity positives were present before COVID-19 as well, obviously. We have seen past disasters, both natural and man-made, as individuals and organizations, as well as nations, come to the aid of each other. Sometimes this help is the difference between life and death, or between hope and utter despair. Just-in-time help often means difference too, whether a family, community, company, association, etc. will be able to rebuild or not.

That is why, two years ago after the North Osaka earthquake in June 2018, which was centered just two kilometers from My Children’s International School in Mino, I proposed that such schools in Japan work on an agreement to provide support for any other school. An international school that has been directly affected by a local disaster. Or regional. Instead of pursuing the truth to find ways to help, I thought it would be better to have a framework so that international schools across the country have an idea of ​​how to provide assistance if not directly affected, and what kind of help they might expect if they themselves were victims. Disaster.

In the end, as a parent (and disaster response specialist), I ended up formulating a “Commitment to Mutual Aid and Support in Natural Disasters and Emergencies,” a version of which was subsequently adopted by the Association of Relevant International Schools thanks to looking forward to school officials across the country. While the agreement is voluntary and is based on the ability of the unaffected school (s) to help, I know from experience that there are many teachers, administrators, parents, and sympathetic students affiliated with these schools who wish to help. Most importantly, the agreement should be reviewed annually and updated as appropriate to add new expertise, requirements, and skill sets.

I hope the agreement does not stop here, but rather that other associations use the principle of “mutual aid and support”, be it local, regional, national or international, to help others in their industry or field.

Similar organizations have a great advantage in helping each other because they are aware of the needs of others. For example, similar companies in a larger industry can help each other because they are aware of products, market, supply chains, distribution channels, rhythm of battle, necessary training, etc. The same is true for other areas. These collaborative efforts may also be facilitated by trade groups, trade associations, relevant NGOs, or local municipalities.

For example, with schools, there are many ways in which they can help each other based on the service they provide and the buildings and equipment they use. I have listed the following nine items that unaffected schools can adhere to, but there may be more.

1. Fundraising. Non-affected schools are encouraged to raise funds on special occasions after a disaster to help affected schools.

2. Donations. Donate books, supplies, clothes, and food to the affected schools as needed. Affected schools can distribute these items to their community if they discover they have enough.

3. Volunteer. Students, faculty, staff, and parents of unaffected schools are encouraged to volunteer in the affected school or in that community. Affected schools will help receive volunteers.

4. Providing personal services. Unaffected schools may offer personalized services from teachers, staff, and counselors if there is a need in the affected schools.

5. Providing online or virtual services. Unaffected schools, including students, may offer services online or virtually, to include tutoring, advising, academic advising, tutoring, or peer support.

6. Space saving. Unaffected schools may provide classroom space, gyms and sports fields on a temporary basis to affected schools.

7. Providing school supplies. Unaffected schools may provide affected school supplies such as books, computers, sports equipment, musical instruments, art-related items, scientific equipment, etc. on a temporary basis.

8. Homestay. The families of students, faculty and staff of unaffected schools may offer temporary refuge to students and / or their families from the affected schools for a period mutually agreed.

9. Other terms and services not currently defined by mutual agreement.

The above is just a template with schools in mind. Other organizations can modify it to suit their specific situations. Because liabilities are a concern, service providers may wish to introduce a “harm protection” principle whereby they are not liable for any injuries or damages that may occur from using the provided item.

Institutions – schools, businesses, seniors ’homes, homes for people with special needs, hospitals, clinics, NGOs / NGOs, etc. – must look forward now before it is too late to see what kind of needs they may have in a future disaster, such as the earthquake that directly hit Tokyo. , The Nankai Trog earthquake and tsunami, the Tokai earthquake and tsunami, the Mount Fuji eruption, a super typhoon like the one that struck Ice Bay in 1959 and killed 5,000 people, or some other major emergency.

Unfortunately, no two disasters are alike. Each one becomes more and more complex.

For example, we have seen an increasingly destructive pattern in storms and floods in the country. Added to this is the fact that the COVID-19 pandemic not only taxes the capacity of first responders and hospitals, but also represents a major hurdle in recruiting volunteers due to the potential risks of infection. Shelters, too, now have new restrictions on them due to the need for social distancing.

This complex situation makes it even more important for organizations to make arrangements early on to help each other and demonstrate interdependence. Let’s use the National Day of Disaster Preparedness on September 1 as a starting point for these new arrangements.

Robert De Eldridge, co-author of Megaquake: How Japan and the World Respond, served as a policy advisor during Operation Tomodachi in the aftermath of the 2011 Great East Japan Earthquake and is currently the North Asia Director for the Global Risk Mitigation Foundation.

Key words

Disasters, COVID-19

Related photos

People remove debris from flood-damaged shops in Hitoyoshi, Kumamoto Prefecture on July 8 | Reuters.

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