研究班番号【 54 】

Quality of life in Japan～Japan and the Nordic countries～
Koharu Yamanaka, Kozue Sawamoto, Nori Tsurui, Ayaho Sakai, Manami Sono

1. Introduction
Japan’s position as a developed country continues to have a low position every year in
the World Happiness Ranking, which is compiled by the United Nations annually. A reviewof the characteristics of some countries on that ranking, was performed to find thedifferences between those countries and Japan. Nordic countries, all have higher positions
on the World Happiness Ranking; the causes of each country’s view of happiness was also
investigated. Northern European countries were chosen because they are similar to Japanin economic development. “Education”, “Welfare”, and “Gender equality” were the mainareas of comparison. It is hypothesized that these three areas are related to the World
Happiness Ranking Index position for each country.

2. Method
An internet search was conducted to find information related to the following questions:
1. What education is offered in Nordic countries?
2. What are the welfare systems in Nordic countries?
3. What is the difference in gender disparities between Nordic countries and Japan?

3. Result
Table 1:<PISA ranking>

To compare the education systems of Finland and Japan, the ranking of Programme forInternational Student Assessment (PISA) in 2015 was used. PISA measures how knowledge
is applied to problem solving and the skills used when students face with problems. It
measures comprehension, mathematical literacy, and scientific literacy in various scenes ofthe real life. Comparing the results of Japan and Finland from this test shows bothcountries rank in the top-level in the scholastic ability.

Table2:〈Comparison of child poverty rates 〉

However, one in seven children in Japan lives in poverty. This economic disparity createsa disparity of scholastic ability for these children. To overcome this problem, the education
system of Finland values equality. All students in Finland receive free education from akindergarten through graduate school. Additionally, class sizes are fixed at 20 students andhighly qualified instructors serve as a protective factor to prevent school dropout. Thismodel of education fairness does not exist within the Japanese system.
The Danish welfare system is another area of comparison. First, in Denmark

medicaltreatment is free. Each family has one doctor, and if medical care is needed, a doctor will
make a home visit for diagnosis. Medical examination for childbirth is also free. Bothmother and father can take paid vacation while they are rising their children.Educationfrom kindergarten through graduate school is also free of cost for students. This service isavailable because the Danish sales tax is 25%, and welfare services are substantial becauseof the high social insurance costs.

Table3:<Gender Equality>

Table 3 shows overall gender equality in four areas: economics, education, politics, andhealth. A score of 0 is perfect inequality, while 1 is perfect equality. According to therankings, Iceland was the highest level of equality, Norway is second, Sweden is the third,Finland is fourth. The top four countries are all Nordic, with figures exceeding 0.8. Japan,
on the other hand, placed 110th at 0.662. Also, it turned out that quota system iswidespread in Nordic countries. A political quota system in which a certain number ofmembers, of the diet and cabinet members, are allocated to women helps to improve theequality score in the Nordic countries. Again, this is a system that Japan is lacking. Theadoption of such a system would increase gender equality in Japan.

4. Discussion
From these three areas: education, welfare, and gender equality, it was found thatequality was necessary for livability.

Nordic nationals live on an equal footing with one

another. It appears that a substantial system like those found in Northern Europe might benecessary to promote greater equality. Therefore, government action is necessary to achievethese goals.
In addition, in order to establish a system in which people of all generations can liveequally, it is necessary to have greater youth participation in voting and political life.
Currently in Japan, the voter turnout of the elderly is relatively high, so there is a tendency
that many systems for the elderly areimplemented.

On the other hand, younger

generations have a very low interest in politics, and the election turnout of younger voters isdecreasing year by year. Therefore, the creation of systems for them is politically difficult toimplement.

Figure1:<Voting rate comparison between young people in Northern Europe andJapan>

In Japan, the voting rate for 18-24 year olds is 35.3%. In Northern Europe, it is about 81%.
In Sweden, many schools promote debate and mock voting. The mock voting is held in thesame style as actual voting. Students actively participate in those opportunities to learn
about political participation in school.
Second, there is a youth group of political parties in Sweden. It is made up of young
lawmakers. Its main role is to represent the voices of young people of the same generation
and reflect their views in politics. There are also unique attempts in Northern Europe to getyoung people interested in politics. It may be necessary to introduce those activities inJapan if gender political participation and social change is desired. Though theseexperiences, children will feel closer to politics.

5. Conclusion
Nordiccountries have a variety of social, political, and educational systems which work

together to increase participation and equality. For Japan to catch up with these countries,
it must create and support similar systems while considering the needs of individual
citizens.

6. References
朝日新聞 DIGITAL「若者の政治への関心を高めるには高校の授業で考える」

Htpps://www.asahi.com/amp/articles/ASKCN6RLSKCNUTIL04N.html
内閣府男女共同参画局 ジェンダーギャップ指数
http://www.gender.go.jp/public/kyodosankaku/2019/202003/202003_07.html
文部科学省 国際学力調査
http://www.mext.go.jp/a_menu/shotou/gakuryoku-tyousa/sonota/1344324.htm