School Education in Japan Elementary Schools Today Support Material Organization of the School Structure in Japan Pre-school Education Elementary Education K indergart en Dept . Secondary Education Higher Education A dv anc ed Cours es S c hools of t he B lind, S c hools f or t he Deaf , L o w e r Se co n d a ry Upper S ec ondary D e p t. Dept . E lement ary Dept . S c hools f or t he Ot her Dis abled Children College of Tec hnology A dv anc ed Cours es Mis c ellaneous Sc h o o ls S pec ializ ed Training College General Cours es S pec ializ ed Training College Kindergartens Lower Secondary Schools Elementary Schools Upper S ec ondary Cours es A dv anc ed Cours es P art -t ime Corres pondenc e A dv anc ed Cours es S pec ializ ed Training College Upper S edondary S pec ializ ed Cours es S c hool A dv anc ed Cours es J unior P art -t ime College Corres pondenc e A dv anc ed Cours es Co r r e spo n de n c e Universities Secondary Schools （Lower Div.） （Upper Div.） Graduate Courses A dv anc ed Cours es C o rre sp o n d e n ce 1 3 4 5 6 2 7 3 8 4 9 5 6 10 11 7 12 8 13 9 14 10 15 11 16 12 17 13 18 14 19 15 20 16 21 17 22 School Year 18 23 24 Age SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan: Web site 2 Number of Schools, Students and Teachers in Japan (As of May, 2003: Correspondence course excluded) Schools Public Students Private Public Teachers Private Public Private 5,785 8,389 367,854 1,392,640 26,151 82,671 Elementary school 23,454 179 7,158,847 68,063 410,526 3,364 Lower secondary school 10,434 700 3,515,591 232,728 239,472 12,578 Upper secondary school 4,132 1,318 2,694,669 1,115,158 198,212 60,325 7 9 1,974 2,762 164 218 980 15 95,643 830 60,836 258 60 3 55,624 2,251 4,309 165 University Junior college 238 989 765,381 2,288,661 73,837 95,852 Specialized training college Miscellaneous school 322 5,072 44,266 931,408 3,495 48,005 45,412 16,674 14,699,849 6,034,501 1,017,002 303,436 Kindergarten Secondary school Special education school College of technology Total NOTE: In Japan, lower secondary and upper secondary schools are separated. SOURCE: Data from the Ministry of Education, Culture, Sports, Science and Technology, Japan 3 The Structure of School Management Functional Organization (example) Activity-based Organization Public Relations Section School Business Management Committee Committee of teachers with designated responsibilities Principal Vice Principal Teachers' meeting Entrance Ceremony Committee Graduation Ceremony Committee Budget Committee General Affairs Section Teachers' Mutual Aid Association OB/OG Association PTA Administration of facilities and equipment Administration of the contact network Clerical affairs (administration of documents, budget drafts, etc.) Health and Safety Section Traffic safety guidance School lunch guidance Environmental hygiene and creation of beauty in the school surroundings Health guidance and regular health checks Daily Life Guidance Section Guidance on extra-curricular activities Planning and guidance for all-school meetings and club activities Management and guidance of the "Children's Conference" activities Daily life planning and guidance within the school Research and Training Section Research presentations Implementation of teaching research Implementation of training outside subjects and subject areas Educational Affairs Section Deciding on and administering school events Educational evaluation Administration of register of enrolled children Preparation of grade management draft Deciding on education plans (yearly, monthly, weekly) Drawing up and submitting the curriculum SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.88 4 Professional Duties of Designated Teachers Teacher with special responsibility for educational affairs Preparation and formulation of educational plans (by year, semester and month) within the school. Teacher with special responsibility for pupil guidance Guidance of pupil within and outside the school, including out-of-school activities, problem behavior, educational advice, children’s conference, cleaning of the school and making it attractive, safety guidance, and club activities. Teacher with special responsibility for grades Responsibility for deciding on, implementing and evaluating the grade management plan for meeting the school’s educational objectives. Teacher with special responsibility for health and safety Preparation of the school health and safety plan, and advice and guidance with regard to the organization of health activities within the school and the children’s health committee. SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.90 5 School Health Activities Health Instruction Health Education Health Guidance School Health Students' Health Management Health Management Environmental Management Management of physical and mental aspects Management of life Management of School Environment Organizational Activities ○Health issues covered by the subject curriculum of Physical Education and Health and Physical Education ○Health, safety and nutrition issues covered by other related subject curriculums ○Health, Safety and Nutrition issues covered by "Integrated Study Period " ○Health guidance through classroom/ homeroom activities ○Health guidance through school events ○Health guidance through student councils and club activities ○Individual guidance in health rooms and classrooms ○Health guidance through everyday school life ○Health observation ○Health examination（Health Survey） ○Monitoring and guidance of students with ○Health consultation health concerns ○Prevention of infectious disease ○First Aid ○Monitoring and managing health aspects of students' daily life ○Management of school life ・Organizing time tables and daily schedules appropriate for a healthy life ・Play and sports during breaks ・The psychological environment in the school ○Hygiene management of school environment ・Hygiene inspection of school environment（Regular, Daily） ○Beautification of school environment for a better psychology ○Establishing teachers' group and cooperation mechanism ○Cooperation with families ○Cooperation with other related institutions, organizations and schools in the local area ○School Health Committee SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan: Web site 6 Subjects and Standard Class Hours for Elementary Schools Life Envmnt Studies Drawing and Craft Homemaking Physical Education Moral Educat ion Special Activitie s Integrated Study Period Total class hours 102 68 68 - 90 34 34 - 782 105 70 70 - 90 35 35 - 840 60 60 - 90 35 35 105 910 - 60 60 - 90 35 35 105 945 95 - 50 50 60 90 35 35 110 945 95 - 50 50 55 90 35 35 110 945 Grade List Japane se Social Studies Maths Science Grade 1 272 - 114 - Grade 2 280 - 155 - Grade 3 235 70 150 70 - Grade 4 235 85 150 90 Grade 5 180 90 150 Grade 6 175 100 150 Music SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.152 7 Timetable (example) Mon 8：30 Tue Wed Thru Fri Teacher’s Meeting Teacher’s Meeting Teacher’s Meeting Teacher’s Meeting Teacher’s Meeting Reading Reading Reading Reading Health Check Health Check Health Check Health Check Health Check Morning Assembly Morning Assembly Morning Assembly Morning Assembly Morning Assembly Period 1 Period 1 Period 1 Period 1 Period 1 Period 2 Period 2 Period 2 Period 2 Period 2 Recess Recess Recess Recess Recess Period 3 Period 3 Period 3 Period 3 Period 3 Period 4 Period 4 Period 4 Period 4 Period 4 12：10 Lunch Brushing of teeth Lunch Brushing of teeth Lunch Brushing of teeth Lunch Brushing of teeth Lunch Brushing of teeth 12：55 Recess Recess Recess Recess Recess 13：15 Cleaning Cleaning Cleaning Cleaning 13：30 Self-study Self-study Self-study Self-study 13：45 Period 5 Period 5 Period 5 Period 5 14：30 Period 6 Period 6 Closing Assembly Period 6 15：15 Closing Assembly 8：50 10：20 10：40 Period 5 14：00 Closing Assembly Closing Assembly 14：15 Club, Committee Closing Assembly Free time 15：30 Free time Free time 16：20 Going Home Going Home 15：00 Free time Going Home Club Going Home SOURCE: Compiled on the basis of timetable in Kamitoba elementary school. Different subjects are allocated for Period 1 to 6. Going Home 8 Textbook Authorization Process Year 1 Authoring・Editing Year 2 Examination Year 3 Selection （Textbook Publishers） （Minister of Education） （Public schools：Boards of Education National & Private Schools:School principals） Production （Textbook Publishers） Supply （Textbook Suppliers） Year 4 Use （Children） SOURCE: JICA(2004) Video “The History of Japans Educational Development” 9 Lesson The existence of a “relational network of tensions” linking these three factors is a precondition for a good lesson Teacher Children Teaching Material SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.226 10 Basic Flow of Learning Development (example) Confirmation of readiness Difficult points from previous lesson Present lesson theme Express problem solving methods and ways of thinking Debate lesson theme Have discussion on the basis of presentations Propose expectations or hypotheses Summarize learning content and methods Think of methods and solve problems Announce theme of the next lesson SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.192 11 Plan for Blackboard Writing Date. Class period Name of teaching materials Name of first group to give presentation Particular points to watch out for or listen to during the presentation Discussion points on the presentation Name of second group to give presentation Particular points to watch out for or listen to during the presentation Discussion points on the presentation New topic SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.199 12 Learning Styles and Their Characteristics Name Individual Learning Full Class Learning Small Group Learning Style Individual children’s aptitudes and learning are suited to their level are furthered. One teacher using one method teaches the same content to all the children in a class at the same time Children are divided into groups of 2 or more, and common learning is promoted for each group. Possible to respond to individual children’s reactions and to differences between children Very easy to acquire common academic ability because shared information can be transmitted quickly to all members of the class. Good development of thinking within the group and readiness of group members to articulate their thoughts. Interdependence of members can favor character formation. Heightening of positive attitude to tackling difficult problems. Difficult to transmit shared ability. Costly and drain on teachers’ energies. Tendency for teaching to concentrate on force-feeding of facts and surface-level verbal transmission. Difficult to respond to individual differences and possibility of children getting left behind. Tendency for dependence on the most able children to develop. Without strict rules, learning can become inefficient. Strong points Weak points SOURCE: JICA(2003) “The History of Japan’s Educational Development” P191 13 Teaching Methods Method Characteristics Lecturing Verbal transmission of knowledge and information to the children. Efficient use of time, but tendency for the children to become passive learners. Discussion Fostering shared thinking through discussion and debate with the aim of identifying and solving problems. Q&A Broadening and deepening of learning through format in which children respond to questions posed by the teacher. Need to put emphasis on eliciting questions from the children. Danger of excessive prompting by the teacher. Presentation Letting the children present feelings, opinions, or investigation results obtained through individual or small-group study. Revision Central focus on drills and revision exercises aimed mainly at ensuring that basic skills and elements of knowledge are thoroughly learned. Experiments and Observations Locates the basis of learning in direct, hands-on experience, acquired through experiments and observations. SOURCE: JICA(2003) “The History of Japan’s Educational Development” P191 14 Types of Classrooms Science room Ordinary classroom Music room Visual arts & Handicrafts room Multi-purpose room Classroom Special classroom for disabled children Special classroom Common study space Home-making room Facilities for Life Environmental Studies Special activity room Education consultation room Broadcasting room Space for preparing and storing educational materials and teaching aids SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 2003, Guidelines for Upgrading of School Facilities (modified and translated) Library Audio visual room Computer room 15 Criteria for Science Education Equipment for Elementary School Unit Name Plants Required Science Equipment field glasses, pruning shears, botanical specimen collection box, microscope, plant models, etc. Living Creatures Animals rearing equipment, thermostat, microscope and their Environment Structure & model of the circulation system/arm joints, mechanism of anatomical model, skeleton, etc. animal bodies Light plane mirror, photocell, etc. Electricity Magnetism Unit Name Sunlight plane mirror The moon & stars globe, star chart, etc. The Changes in Earth the state of and water Space Weather Rivers ammeter, voltmeter, simple galvanometer, miniature light bulb, Nichrome wire, battery, set of magnets, magnetic compass, etc. Required Science Equipment thermometer, iron stand, alcohol lamp, protective goggles, etc. instrument box, weather observation set, etc. Models of land formations, etc. Topographical map, rock and fossil Land forms & specimen, model showing soil and rock soil content strata, etc. Electromagnetism Matter and Energy Pressure simple vacuum container, spirit level, etc. Heat thermometer, equipment for radiating heat, convection experiment equipment, etc. Solutions measuring cylinder, balance scales, thermometer Force spring measure, lever, wheel & axle, etc. Movement stop watch, weights for use in the study of dynamics, vacuum pump, etc. Combustion iron stand, alcohol lamp, protective goggles, etc. General purpose equipment Tape measure, presentation equipment, waste fluid disposal device, equipment for preparing teaching materials (set of power tools and hand tools), storage for equipment, storage cabinet for chemicals, AV materials, etc. SOURCE：JICA(2003) “The History of Japan’s Educational Development” pp.178 16 Special Education （as of May 2001, at the compulsory education level） Types of Schools Category Number of Children 71 － 1,169 Schools for the Deaf 107 － 3,499 Schools for Children with Intellectual and Physical Disabilities 818 － 45,621 － 27,711 77,240 － － 29,565 － － 157,094 Schools for the Blind Special Schools Number of Number of Schools Classes Special Classes Elementary Special Educational Schools Support through Resource Rooms Total SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan Web site JICA(2003) “The History of Japan’s Educational Development” 17 Standard for School Library Book Stock No. of Classes 1 Number of Books Elementary School Lower Secondary School 2,400 4,800 2 3,000 3～6 3,000＋520×(Number of classes－ 2) 4,800＋640×(Number of classes －2) 7～12 5,080＋480×(Number of classes － 6) 7,360＋560×(Number of classes －6) 13～18 7,960＋400×(Number of classes －12) 10,720＋480×(Number of classes －12) 19～30 10,360＋200×(Number of classes － 18) 13,600＋320×(Number of classes －18) 31～ 12,760＋120×(Number of classes － 30) 17,440＋160×(Number of classes －30) SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 2003, Standard for School Library Book Stock 18 Moral Education Objectives: Through the overall educational activities at school, a rich sense of humanity is nurtured including a sense of morality, decision-making skills, and willingness and attitude to learn and apply. 1. 2. 3. 4. 5. 6. 7. To foster a spirit of respect for human dignity and reverence for lives of each other To cultivate rich humanity To educate future citizens who preserve and develop traditional culture, and endeavor to create a new culture To educate future citizens that endeavor to develop a democratic society and state To educate future citizens capable of contributing to the realization of a peaceful international community To foster self-governing Japanese nationals To cultivate individual morality Contents: Common issues identified by the teacher and children through their joint effort in pursuing, discussing and taking action for a better way of life. <Four types of contents: > 1) Content focusing on oneself 2) Content focusing on relationships with other individuals 3) Content focusing on nature and a supreme being 4) Content focusing on relationship with groups and society SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 1999, Course of Study for Elementary School---- Moral Education 19 Special Activities Objectives: Special activities, through collective activity practice, aim to foster voluntary and independent abilities and life attitudes by deepening self-awareness as a member of the group. 1. 2. 3. 4. 5. To promote appropriate collective activities To support child development with a good balance between physical and emotional growth To discover and understand the uniqueness of individual personalities To foster social skills To foster voluntary and practical attitudes Contents: 1) Classroom Activities Issues concerning the improvement and enhancement of school lives at both the classroom and school level. Issues concerning daily lives, adaptation to school lives, health and safety 2) Pupil Council Activities 3) Club Activities 4) School Events Ceremonies, Arts and Cultural Events, Sports and Health/Safety Promotion Events, School Trips and Excursions, Voluntary and Agricultural/Work Experiencing Activities SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 1999, Course of Study for Elementary School---- Special Activities 20 “Integrated Study Period” What is “Integrated Study Period”? Based on each individual school’s effort and creativity, various educational opportunities of an interdisciplinary and comprehensive nature that meet the interests of children will be provided through “Integrated Study Period,” taking into consideration the local context and the situation surrounding the children. Objectives 1) 2) To help children develop the capability and ability to discover problems, think, make judgments, and solve them by themselves. To help children learn how to learn and reason, develop mind to independently and creatively cope with problem-solving activities and inquiring activities, and deepen their understanding of their own way of life. Learning Activities Activities on various issues will be designed according to the unique situation of each school. Issues include: • Interdisciplinary and comprehensive issues such as international understanding, information, environment, welfare and health • Issues of children’s interest • Issues that are closely related to the community and school’s characteristics. SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 1999, Course of Study for Elementary School---- General Provisions 21 Life Environment Studies Objectives Children’s activities and experiences in community, in the environment and with people in their neighborhood will be promoted to stimulate children’s interests in their relationship with society and nature. Through this process, the basis for independence will be formed by understanding social life skills necessary for everyday life. Contents ＜Basic contents＞ (1) The relationship between self and others/society (2) The relationship between self and nature (3) Self-awareness ＜Practical contents＞ (1)The way of living healthily and safely (3)Social awareness and manners (5) Information management and exchange (7) Time and Seasons (9) The joy of growing up (2) Relationship with family & friends (4) Economic life and consumption (6) Outdoor environmental activities (8) Creativity in play (10) Basic daily habits and life skills SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 1999, Course of Study for Elementary School---- School Life 22 Lesson Study The Process of Lesson Study: Elaboration of the lessons through the continuous cycle of “Plan-Do-See” Study of Teaching Material（Plan） (Identification of themes, compilation of lesson plans) Lesson Study（Do） (Lesson implementation and observation) Lesson Discussion Meeting（See） (Lesson evaluation and reflection) SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.227 23 Strong Points of School-Based Training ① Has potential to deepen research on urgent problems faced by the school or the teacher. ② Has potential to take research forward in the context of linking it with everyday school practice. ③ It is easy to utilize research results immediately for classroom practice. ④ Has potential to deepen joint research in context of smooth human relations. ⑤ It is easy to carry out research on the basis of relationship with parents or local community. SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.222 24 The Significance of In-service Training for Teachers ① Enhancing human qualities as educators ② Acquiring high-level specialist knowledge and skills ③ Acquiring new teaching methods ④ Communication and assembling of information among teachers ⑤ Assembling information provided by the administration SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.221 25 Types of In-service Training Provided by Different Bodies Implementing Body Types of Training Training to develop teacher leaders Central Government Board of Education in prefectures, designated cities and core cities Training to cope with topics of immediate urgency Training geared to length of experience Training according to functions Board of Education of Training geared to the actual condition of Municipalities each municipality Schools Attainment of school objectives, etc. Teachers Self-study training for personal enlightment SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.219 26 An Overview of Training Geared to Experience and Length of Service Training Content Training Format Objectives Training for Newly Appointed Teachers Training for Experienced Teachers （after 5 /10 /20 years） It is necessary to conduct a systematic and organized training during the period when the teachers tries to connect what they have learned during pre-service training in university with the daily experience in the classroom in order to increase the teacher’s self-awareness of teaching as a profession and enable the teacher to undertake autonomous educational activities. On the basis of awareness of this need, this training aims to develop practical teaching ability and a sense of mission in the teacher, and at the same time, to broaden the teacher’s perspective. At the same time as enhancing specialist teaching abilities in each subject, this training aims to deepen a teacher’s ability to tackle educational research and to heighten the qualities appropriate to a professional teacher. 1) 〔Example：training after 10 years’ service〕 Courses for a teacher with 10 years’ experience are divided into 3 stages on the basis of personnel performance evaluation. The content, aiming to enhance teaching method, lifestyle guidance, and the qualities required as educational public servant, is implemented for 15 days in school and 15 days out of school. 2) In-school Training: about 2 days a week for 60 days or more in a year. The teacher mentor plays the main part and gives the newly appointed teacher advice and guidance. Out-of-school Training: about 1 day a week for 30 days or more in a year. As well as lectures in an Education Center, observation visits to other schools, and practical activity in the local society, a 4-night residential training course is also included. Items considered necessary for the performance of professional duties 〔Examples〕mental preparedness as a teacher, basic general knowledge, class management, subject teaching, moral education, special activities, pupil guidance, health guidance, safety administration, etc. SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.219 〔Example：in-service training in Tokyo public schools〕 The basic parameters for any teacher (professional duties, etc); training concerned with guidance and teaching (subject, lifestyle, career guidance, etc); school management; updating on social developments (IT, environmental education); cross-curricular issues (educational assessment, etc). 27 Constituent Ability Items and Training Examples Suited to Professional Ability Level Constituent Ability Items Principal Stage Deputy Principal Stage Teacherincharge Stage Ordinary Teacher Stage Training Content Suited to Professional Level Ability in: school management and administration, internal and external coordination, general management -School management and the principal’s role -Problems in school management and administration -School administration regulations -Service evaluation -Personnel transfer matters -Accounting matters Ability in coordination within the school -School management issues and the deputy principal’s role -Problems in school management and administration -Responding to teachers’ union -School accidents and responses to them -Lectures on education laws and regulations Ability as a teacher leader Teacher guidance -Issues in promoting student guidance -Overview of educational counseling -Practical duties in educational affairs -Ways of looking and thinking about educational laws -Understanding of problem behavior -Present state of juvenile delinquency and interfacing with police authorities Basic abilities, class management ability Training for newly appointed teacher or for teacher with 10 years’ service （See for details the previous table showing “Training geared to experience and length of service”） SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.220 28 Educational Administrative Bodies and Authorities Educational Administrative Bodies Authorities Ministry of Education, Culture, Sports, Science and Technology, Japan / Minister of Education ・School establishment criteria ・Textbook authorization ・Curriculum criteria ・Guidance, Advise, Support ・School enrollment criteria ・Supervision of teacher licensing ・Requests for surveys, statistics, ・Ordinances, instructions, circulars, notices etc. ・Jurisdiction over national university and schools ・Financial help from central ・Financial support to private universities funds ・Jurisdiction over public and private universities and granting of permission to establish them Prefectural boards of education ・Guidance, Advise, Support ・Appointment of teaching staff supported by prefectural funds ・ Requests for surveys, statistics, etc. ・ Performance evaluation planning Municipal boards of education Municipal schools ・ School administration ・ Supervision of teachers’ service ・ Performance evaluation implementation SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.69 ・Exhibition of authorized textbooks ・Granting permission for exemption from compulsory school attendance ・Issuing of teachers’ license ・School administration rules and regulations ・Selection of textbooks ・Setting, notifying and getting approval of educational planning criteria ・ Educational planning formulation ・ School enrollment enforcement and exemption ・ School administration regulations ・ Lesson planning formulation ・ Notification to boards of education of non-attendance or delinquency among children 29 Organization of the Board of Education Prefectural Schools Governor Educational Institutions Libraries Museums （Appointment） Board of Education Other Institutions Secretariat General Affairs Division Chairman Board members Financial Affairs Division （Appointment、 Supervision） The Superintendent of Education Deputy Superintendent School Affairs Division Supervisors Guidance Division Administrative staff Physical Education & Sports Division Technical staff Lifelong Education Division （Management、 Supervision of staff members） Other staff members Cultural Affairs Division Benefits & Welfare Division Office of Education SOURCE: National Commission of Prefectural Education Boards Website (Translation) 30 The Basis for Lesson Planning : Teaching Plan Types of Teaching Plan Plan drafters Contents Annual teaching plan The basic teaching plan divided up by subject and grade (Compiled on the basis of the Course of Study for each subject). Each board of education or each school Subject unitbased teaching plan A teaching plan which allocates time units in accordance with the learning activity time division in such a way that learning and teaching can be developed in each subject unit, on the basis of a detailed subdivision, at the time of implementing the annual teaching plan. Each school grade or individual teacher Individual lesson teaching plan A detailed lesson teaching plan containing the results of consideration if such points as the time allocation needed to develop learning Each individual points, lesson development, points to be written teacher on the blackboard, and so on, to be used on the occasion of lesson implementation. SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp. 187 31 Summary Diagram of Structured Lesson Design Kinds of Teaching Plan Annual Teaching Plan Unit Teaching Plan Individual Lesson Teaching Plan Items Content Subject Objectives Overall objectives for improving the ability of children in every subject Grade Objectives Ability promotion objectives for each grade by subject for attainment of subject objectives Grade Contents Learning content set out as unit sets for attaining grade objectives Unit Objectives Unit objectives concerned with children’s ability development for attainment of grade objectives Unit Content Learning content within unit time periods designated for attainment of unit objectives Lesson Objectives Children’s learning content in lesson time designated for attainment of lesson objectives Lesson Content Lesson learning content designated for attainment of lesson objectives SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.187 32 Individual Lesson Teaching Plan 1. 2. 3. 4. 5. 6. 7. (Sample Format) Unit: ”(Lesson Theme)” Lesson Plan for Unit Lesson (Period) Date and Time Class Unit Name (Lesson Title) Objective of this Lesson Lesson Development Plan Lesson Contents Children’s Activities Support from the Teacher ・・・ ・・・ ・・・ Plan for Blackboard Writing Lesson Evaluation SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.198 33 Organization Chart of a PTA (Example) General Meeting Management Committee Officers’ Committee Auditors Grade Representatives Committee Community Representatives Committee Class Representatives Committee Educational Affairs Committee Specialist Committee Health and Welfare Committee SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.92 PR Committee 34 An Example of School Calendar Month Semester Apr. Spring Vacation School Events Parents Participation Month Semester Sep. Second Term Oct. First Term School Entrance Ceremony ○ Nov. Formal start of classes Physical health check Visits to children’s home May Dec. ○ Sports tests Jul. Aug. Sports Day ○ Presentation of children’s achievements （Arts and Culture Festival） ○ Parental observation of classes and discussion with parents ○ Winter Vacation ○ Whole-school cleaning Formal end of classes Summer Vacation Formal start of classes Whole-school cleaning Formal end of classes All-school trip Parental observation of classes/discussion with parents Parents Participation Disaster preparation training Excursion Jun. School Events Seaside school Forest school Jan. Feb. Third Term Formal start of classes Marathon Parental observation of classes and discussion with parents Mar. Whole-school cleaning Formal end of classes Graduation Ceremony SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp. 89 ○ Spring Vacation ○ 35 How Teachers are Viewed in Japan Teacher as a Sacred Profession Teacher as a Worker Teacher as a Professional SOURCE: JICA(2003) “The History of Japan’s Educational Development” , diagram prepared based on the description in pp. 206 36 Types of Teacher Certificate Advanced class certificate （Completion of a Master’s course） General Certificate First class certificate （ Completion of an undergraduate course） Second class certificate （ Completion of a Junior college course） Special certificate （Validity 5～10 years） Temporary certificate （Validity 3 years） Lower secondary school Upper secondary school （certificate for subject teaching） （certificate for subject teaching） Special schools Kindergarden Elementary School ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ × ○ ○ ○ ○ × (for subject teaching) ○ ○ ○ ○ ○ ○ ○ ○ × ○ ○ ○ ○ for the blind for the deaf for the other disabled Requires either kindergarten, elementary, or lower/upper secondary school certificate Nurse Teacher ○ 37
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