| Table of Contents | |
| Education Policy |
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| Surveys and Research |
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| Social Issues |
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| Science |
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| Culture |
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Relaxed-style Education (11/07/2003) This month an influential advisory panel to the Education Minister, the Central Education Council, submitted a report in which members proposed some revisions to the so-called relaxed-style education, the current Education Ministry guidelines. The relaxed-style education has been in use at public elementary and junior high schools since April 2002 and at high schools since April of this year. The biggest changes introduced by this education system were the shortening of the length and the reduction of the content of the lessons for children in order that they could develop a zest for living rather than cramming as much knowledge as possible. However, this education system came under heavy criticism from education experts and parents alike for allegedly lowering education standards. According to a survey conducted this spring by the National Congress of Parents and Teachers Association of Japan, 69.7 percent of parents of elementary and junior high school students showed concerns over declining academic abilities as a result of the new guideline. Actually, in some big cities the number of candidates for private junior high school entrance exams increased after the announcement of the contents of the new guidelines, even in the lingering economic recession. In the report, the members emphasized the importance of making sure all children have a basic academic ability and recommended that the Education Minister state more clearly state in the guidelines that teachers are free to teach subjects not covered by the guidelines. The councils also urged the ministry to consider shortening the summer vacation period or to introduce a two-term academic year instead of the current three-term system to accommodate time for more lessons. The Education Ministry is expected to use the report to revise the guidelines before the end of the year and introduce a new version before the start of the new academic year in April 2004. (Sources: MAINICHI Daily News, The Asahi Shimbun, Syukan Kyoiku Shiryo) High School Equivalency Test (10/24/2003) The requirements regarding the high school equivalency test, or Daiken, taken by students who have not completed high school or who have graduated from a foreign school, have recently been changed. Under the previous system, graduates of foreign schools had to pass the high school equivalency exam before they could apply to take national university entrance exams as did students who dropped out high school or graduated from an unaccredited school. After widespread criticism, the education ministry announced that graduates of Chinese schools, pro-Seoul Korean schools and international schools affiliated with Western nations accredited by U.S. and British organizations would be eligible to apply for entrance examinations at all state-run universities this August. However the ministry did not include graduates of pro-Pyongyang Korean schools, saying it could not approve their curriculums, as Japan has no diplomatic relations with North Korea. Instead, the ministry left the decision up to each university. How have universities reacted to this change? Nearly 70 percent of the 83 national universities will allow graduates of pro-Pyongyang high schools to take entrance examinations without requiring them to pass high school equivalency tests, according to an Asahi Shimbun survey. The trend toward the deregulation that, in this instance, is turning national universities into independent administrative entities will broaden as well as equalize opportunities to receive education. (source: asahi.com, Mainichi Shimbun, Yomiuri on-line) Teacher of Nutrition (10/10/2003) Teaching Proper Diet and Eating Habits at School The Central Education Council under the aegis of the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) issued its interim report on September 10, 2003. It recommends guidance and instruction at school to improve the eating habits and nutrition of children and address such problems as unnecessary and harmful dieting and unbalanced diet. Although schools are not required to offer school lunch during the nine years of compulsory education that cover elementary and junior high school, it is provided by 97.6% of elementary schools and 84.5% of junior high schools nationwide, according to the May 2001 survey by MEXT. Some schools have a staff member who is responsible for creating the school lunch menu, food hygiene, ordering food and meal instructions, but this position is not filled by a teacher, but staff. The report calls for creating a new position tentatively called "teacher of nutrition" that would cover education and instruction on food and nutrition. These licensed teachers would be expected to have both professional knowledge of nutrition and be trained in education. The nutrition teacher will not only create school lunch menus and supervise preparation, jobs that have been handled by a school staff member, but will also counsel students and parents on good eating habits, weight control and food allergies, as necessary. This teacher will not be responsible for classroom teaching of subjects such as Japanese or mathematics, but will be expected to teach nutrition in conjunction with related classes given in home economics and health and physical education. The Council will examine this matter further before issuing its final recommendation. Any proposals will require deliberation in the National Diet before being enacted as law, but the position of teacher of nutrition is expected to be established by 2005 at the earliest. A proper diet is essential to children's growth. Establishing the new position of teacher of nutrition will promote better education in food and diet. Have other countries or regions established this position in schools? Has nutrition been made a part of the curriculum? If so, it would be interesting to hear the results. Special Education (09/19/2003) We have 130 years-old history of education for disabled children, however there is a doubt about whether this educational system works well thinking from each child's points of view. In Japan disabled children and normal children have been educated separately and they have hardly mingled with. Government begins to review and improve such situation from this spring. -------------------------- A committee of scholars, researchers and experts organized by Ministry of Education, Culture, Sports, Science and Technology (MEXT) issued its final report on March 28 on the future of school and education for children with special educational needs due to physical disability or learning disorders. The committee, headed by Dr. Noboru Kobayashi, Professor Emeritus, University of Tokyo, CRN Director, recommends setting up "Special support schools" that do not classify children by disability and a system that places them in classes with other children, providing special instruction only when necessary. At present, disabled children receive "Special education" at schools for the blind, deaf and other disabled depending on the level and kind of disability. The final report, however, recommends changing to "Special support education" that will also cover learning disorders (LD), attention deficit hyperactivity disorder (ADHD), and high-functioning autism. Specifically, the group proposed placing Special Support Education Coordinators in schools who, in liaison with hospitals or facilities, would create programs to support the education of each child based on his or her particular needs; and instituting special support classes required by the disabled students attending regular school; and revamping existing schools for the blind, deaf, and other disabled and reestablishing them as "Special support schools." (Source: asahi simbun) |
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Dream Work (12/25/03) Popular Professions among High School Students High school students have become more realistic, according to the survey conducted by the PTA (parents and teacher association) and Recruit Coorperation. The results found that the most popular professions among high school boys were "teacher," "civil servant or local government worker," and "professor and researcher." The survey also showed that girls wanted to be a "kindergarten teacher," "nurse," or"teacher." These jobs require certification and are seen to be a guarantee of future stability. In contrast to the results of this survey, the 2000 survey indicated that children were drawn to professions that offered dreams of an exciting future. The top professions, in order of popularity, were game creater, singer, pilot and doctor. The recent realistic attitude can be partly ascribed to the poor Japanese economy which has resulted in many adults losing their jobs due to corporate restructuring. It is thus no surprise that students are drawn to occupations that offer a stable means of living. Boys 2003/2000
Girls 2003/2000
Teacher's Confidence (12/11/2003) Only 6% teachers have confidence in their ability to counsel students. A survey conducted by a study group led by Professor Hidenori Fujita of International Christianity University found that Japanese teachers are not as confident as their counterparts in England or China. This survey covered 1300 teachers from 11 prefectures in Japan, 700 from Shanghai and Yunnan in China, and 1400 teachers in England. According to the result, 6% of the teachers said they were confident in their ability to counsel students compared with 46% in England and 73% in China. Even when those who answered "somewhat confident" were added to the figure, confident teachers accounted for 55% in Japan, 92% in England, and 98% in China. Other questions on subject knowledge, classroom supervision, and skill in supervising club activities also indicated that teachers in Japan have little confidence in these areas, with answers ranging from around 8% to 11%. What can this lack of confidence be attributed to? While the concept of confidence is culturally influenced (Japanese people are inclined to underestimate themselves.), it is undeniable that the findings reflect the difficult circumstance of Japanese teachers. The findings provide some insight into the pressure that teachers face on the job: the educational program has been changed several times in the past decade by Ministry of Education and parents have abandoned all responsibility for children's education to the school. Although teaching is still a respected occupation in Japan, the difficulties teachers face are destroying their pride and confidence little by little. How can we support them now? Japanese Students' Reading Ability (11/21/2003) Japanese students' reading ability and trends This autumn the OECD issued an educational report for 2003 with statistics on education in OECD countries. The section of the report on reading comprehension and trends of 15 year olds is presented here based on the "The OECD Programme for International Student Assessment (PISA)" conducted in 2000. Twenty-seven countries took part in the survey on literacy. Fifteen-year olds read paragraphs from stories, commentaries and arguments, and were asked questions that tested three areas: capacity to retrieve specified information, reading comprehension, and reflection and analysis drawing on existing knowledge. Literacy, as defined in PISA, focuses on the knowledge and skills required to "read for learning rather than the technical skills acquired in "learning to read." In the overall assessment of literacy in these areas, the PISA scale was devised so that across OECD countries, the average score is 500, and around two-thirds of students achieve between 400 and 600 Selected results were as follows:
While the average score of Japanese students is respectable, a low percentage of students read a wide range of materials of difficulty or length. Only 3 percent of students read books, magazines and newspapers which are considered difficult in general, the lowest of all the 27 countries. (Sources: Naigai Kyoiku, The OECD Programme for International Student Assessment (PISA)) |
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Media and Violent Behavior (12/05/2003) A research group led by Dr. Akira Sakamoto, associate professor of Ochanomizu University, conducted a survey on the relationship between media violence and aggression in junior and senior high school students and reported the findings at a conference of the Japanese Psychological Association and the Japanese Society of Social Psychology. The survey consisted of three parts. The first part included questions on video games; for example, how many times a month students played video games and how they felt when viewing violent scenes. The second part asked questions about their own violent tendencies and self-control, and the third part inquired about their personal relationships. The research group presented four main results from this survey. First, if students played video games for a long time, they tended to like violent behavior and show less sympathy for others. Next, students who viewed much violence were likely to exhibit aggressive reactions. Third, if the person who played games with students displayed a negative response to the violent scenes, their physical tendency to aggressiveness weakened. Finally, if students had negative feelings about the violent scenes, they were likely to develop the ability to deal with anger and sympathize with others, and this encouraged socially behavior. Given that the attitude of other people seems to be an important factor in how students deal with violence in the media, we should reconsider our stance toward the media. How about your country? Child Abuse Resulting in Death (11/28/2003) This month two painful incidents occurred in Japan one after the other. The mother and the grandmother of a 5-year-old girl in Chiba Prefecture, who died after suffering severe head injuries, were arrested on Nov. 16 on suspicion of child abuse. The mother, 27, is suspected of kicking the girl, in the hip at around 3 p.m. Nov.11 at their home, while the grandmother, 53, allegedly slapped her on the head several times earlier this month. Both were quoted as telling police they wanted to discipline the girl. In Fukuoka a father was arrested for allegedly slamming his four-month-old daughter's head against a pillar on Nov. 17. The baby died on Nov.18 after being treated in a hospital where her skull was found fractured. The father told the police that the child did not seem to show any attachment toward him and on that day he was even more irritated because the baby had been crying since the morning. He is now under investigation on suspicion of injury resulting in death. Although incidences of child abuse rose in Europe and North America during the sixties and seventies, Japan has experienced a dramatic increase in child abuse only in the past fifteen years. This trend is corroborated by the increase in the number of annually reported cases in which assistance is required. In 2001 23,274 cases of child abuse were reported to child guidance centers or welfare offices. This represents a more than twenty-fold increase over the 1,000 cases that were reported annually some 13 years ago. Over 50% of the children are preschoolers. A breakdown indicates that physical abuse accounts for 45% while neglect is involved in 38% of the cases. Many child-abuse deaths are thought to go unreported and exceed the 60 deaths that are reported in the press each year. (Resources: Japan Information & Training Center for problems related to Child Abuse and Adolescent's Turmoil, Asahi Shimbun) Juvenile Delinquency (11/14/2003) Juvenile Delinquency Starting at a Higher Age and Lectures by Police Over the past decade or so, the age of juvenile delinquents (12 to 19 years of age) has been gradually increasing according to statistics and figures on juvenile delinquency by age compiled by the Tokyo Metropolitan Police. Of young people born in 1970, the greatest number got into trouble with the police at the age of 14, with the percentage of juvenile delinquents falling after the age of 16. Of young people born in 1973 and 1975, the majority of juvenile delinquents were 15 years of age, with the age rising to 16 for those born in 1982. This may be attributed to the successes of the junior high school education. Viewed from a different perspective, however, the same figures indicate that juvenile delinquency is now beginning at 16 when students are in high school. Although the progressively young age of young people committing crimes has received much attention recently, it is clear that juvenile delinquency actually begins in high school. Against this background, officers from Kanagawa prefectural police, along with Yokohama municipal officials and city businesspeople, will give lectures in a yearlong elective course at a high school. The newly created course taught by the police, called "Your Life and the Law", will focus on the current state of law and order, and on juvenile law. There are no examples anywhere in the country in which police officers work as lecturers for a yearlong class, according to the police. If this program proves effective among high school students, it will be implemented nationwide. (Yomiuri Shimbun, Nihon Kyoiku Shimbun) ISAGA 2003 (09/12/2003) Every time a crucial crime by juvenile occurs, the question whether computer games or violence scenes in television attributes to the incident rises, which has been a controversial issue since video games had entered children life. There is an organization consisted of scientists and practitioners, the International Simulation and Gaming Association(ISAGA) whose purpose is developing and using simulation, gaming and related methodologies. This year annual international conference(ISAGA 2003) was held from August 25 to 29 in Kisarazu, Chiba prefecture. So many studies were reported, in which scientists or practitioners tried to analyze influences on children by video games, propose the features and role of simulation software in classroom and so forth. Minichi Daily News introduced one of those conducted by Nobuko Ihori and other members of Ochanomizu University's Graduate School of Humanities and Sciences, "Does video game use grow children's aggressiveness? Results from a panel study" -------------------------- In the latest survey, 771 elementary school children from the suburbs of Kanto district were questioned over how long they spent playing computer games. The games included both strongly violent and normal ones. Boys who were surveyed played on average between 30 minutes and one hour of video games on weekdays and between one and two hours on days off. Girls played an average of between zero and 30 minutes on weekdays and between 30 minutes and one hour on holidays. Students who played games the longest tended to affirm violence the most when asked such questions as, "Do you get irritated?" and "Do you sometimes unexpectedly want to hit people?" The difference in verbal aggressiveness was not made clear. "In video games it is common for players to be awarded 'points' for violent actions, and there may be aspects in which violence is taken affirmatively," Ihori said of the results, adding that she wanted to continue further research. What do you think about the influence on children? If you would like to read more, here are related articles in the CRN web site. Related articles in the CRN web site http://www.childresearch.net/cgi-bin/topics/column.pl?no=00176&page;=1 http://www.childresearch.net/RESOURCE/PRESEN/1998/CMRP/COMMENT3.HTM http://www.childresearch.net/RESOURCE/NEWS/2003/200306.HTM#2 |
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Setting up a Foundation (10/20/2003) Physicist Koshiba plans own science foundation Masatoshi Koshiba, Nobel Prize Winner is setting up a science foundation this month to promote science education for children with the Nobel Prize Award of 40 million yen. According to Asahi Shinbun and other newspapers, the foundation will organize science lectures, honor individuals and organizations engaged in science education and the development of science teaching materials. The founders also include Masao Ito, an authority in brain science, Jin Akiyama, a mathematician, and other several like-minded advocates of science education. Teruo Hiruma, president of Hamamatsu Photonics K.K., which collaborated with Koshiba in the development of the Kamiokande particle observatory, is also offering 60 million yen of his own funds. The foundation's basic assets are expected to reach 100 million yen. Child Research Net also holds "Child Science Talk" workshop in which we conduct research on how the children learn scientific concepts. Amid serious concerns over the reduction of science classes in hours and content, the activities of Koshiba's foundation have drawn great attention with high expectations. Brain Science and Education (10/03/2003) Recently, a research panel on "Brain Science and Education" (Masao Ito, Chairperson, Special counselor to RIKEN Brain Science Institute) under the aegis of the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) issued its final report on measures to promote pioneering research in "Brain science and Education." Spectacular progress has been made in the study of the brain over the last 10 years, thanks to non-invasive brain scanning and imaging such as functional Magnetic Resonance Imaging (fMRI) which uses radiowaves to measure active brain areas, and Position Emission Tomography(PET), which tracks brain energy metabolism with the help of high-powered computing. These modern technologies are providing new insights into the biochemical functioning of the brain, shedding light on how the brain produces perception, memory and language. The report concludes that, by integrating brain science with these technologies in all education-related fields, we can now aim at the sound development and maintenance of inherent ability as well as removing obstacles to realization. OECD's Center for Educational Research and Innovation(CERI) already launched a project three years ago on "Learning Science and Brain Research" to bring together information on how the brain works, how people learn best, and how best to integrate the two fields. As a core member involved in the research, Japan has been mainly focused on the relation between the development of the brain and life-long learning. Amid rising momentum in the international community, the MEXT panel insists on the necessity of this research. The panel lists several types of urgently needed research: the effect on the brain from continued exposure to TV and video from early age, the clarification of the relation between foreign language acquisition and the age at which learning commences, where and how ADHD is related to the brain and so forth. These studies are expected to yield results in five years. We look forward to breakthroughs and benefits resulting from the research in "Brain science and Education". (source: http://www.oecdobserver.org/) |
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New Year's Money (12/19/2003) Otoshidama (New Year's Money) Otoshidama is a gift of money that children receive at New Year's from parents, grandparents, and relatives. The money is usually given in little decorative envelopes. This makes the New Year one of the happiest times of the year for children, but not for parents who have to give otoshidama to their own children as well as those in the extended family. Otoshidama survey conducted by Mizuho Bank found that average child was given otoshidama by 6.2 persons, and the total amount of money they recieved was 26,082 yen (approx.240$) for boys and 24,615 yen (aaprox. 227$) for girls. This survey covered 507 children ranging from the 4th to 6th grade and their mothers. According to the same kind of survey conducted by Benesse Corpotration 20 years ago, children received around 20,000 yen (approx. 185$) from 8 persons. The total amount of otoshidama has risen by 5,000 yen in the past 20 years. Actually, children are given too much money to spend it all, and most them save a portion of it each year. *1$=108yen Stylish Children (09/26/2003) Attitudes toward fashion and awareness of appearance are changing among girls in their early teens. Wearing makeup was even considered a sign of female juvenile delinquency long ago, but no longer. Today, it is not unusual to see children wearing makeup and dressed from head to toe in expensive brand clothes. According to a survey by the Benesse Eduational Research Institute of 540 fourth- to sixth-grade girls in Tokyo and Saitama Prefecture last year, 82.8% had lip cream, 63.1% had manicure, 28.7% had lipstick and 27.8% had perfume; in addition, 53.9% thought they looked prettier with makeup. The survey also found that 67.0% were very concerned about their clothes and hairstyle. Companies have been quick to catch on this trend. Huge department stores in Shibuya, Tokyo that carry many fashion brands targeting teens are thronged with mothers and daughters every weekend. Even sweatshirts for young teens cost between USD 80.00 to 160.00, and T-shirts are priced between USD 50.00 to 60.00. The children's clothing market including baby clothing is 1,000 billion yen a year, and collaborations between toy makers and cosmetic companies are expanding the market rapidly. This growth is supported by parents and grandparents who, with fewer children per family in an era of a declining birthrate, are willing to spend money on their only daughter or granddaughter, and by mothers who grew up in the prosperity of the bubble years and see nothing wrong with youngsters spending money on brand products or makeup. Models in popular magazines and other icons that appeal to girls in their low teens are accelerating this trend. With 72.4% of the girls responding that some clothes did not fit them well, the survey would seem to indicate that elementary school girls are very aware of how they look and their sense of fashion is more advanced than we think. (Sources: Monograph 21-2 "Losing Weight: Children Worry about Their Appearance", Shukan Bunshun, Asahi.com) |