Composition(1)Composition(1)Part 1Ⅰ Outline of Japanese
School System
41 slides
1 The School system in Japan
2 Pre-school Educational
Institution System
3 Elementary Schools System
4 Lower Secondary Schools
System
5 Six-year secondary schools
System
6 Upper secondary schools
System7 Colleges of Technology System
8 System of University (Colleges,
Graduate schools)
9 System of Schools for theHandicapped
10 System of Specialized Training
Colleges andMiscellaneous Schools
11 Modernization of Japan &Public Education System

Ⅱ Japanese Educational
Administration & Finance

Ⅲ Japanese Social Education
43 slides

87 slides
1
1 System of Law
2 Fundamental Law of Education
2
3 Movement of the Reforms of Education
Administration (1)34 Movement of the Reforms of Education
Administration (2)5 The Board of Education
4
6 Ministry of Education, Culture, Sports,
5
Science and Technology (MEXT)
7 Guidance Administration by MEXT
6
8 Educational Finance and the Burden
7
Structure8
9 Schools Provided by the School EducationLaw
10 Establishment and Management of School 9
11 Criteria of School Facilities and Criteria ofClass Size
12 Enrollment and No-Attendance
13 Self-Evaluation / Third Party Evaluation of
School
14 Disclosure of Educational Information
15 School Councilor System
16 Textbooks and Supplementary Materials
17 Disciplinary action against children andstudents
18 Specially Supported Education System
19 Student of Permitted Enrollment System
20 Education of Children in Isolated Areas
21 Evening Lower Secnondary School
22 Lower Secondary Equibalency Examination

Social Education Facilities 1(Citizen’s Public Hall )Social Education Facilities 2(Library)
Social Education Facilities 3(Museum)
Supervisor for Social Education
House for Youth & Children’s
Natural House
Social Educational Organization
Social Correspondence Education
Social Physical Education & Lifelong Sport
Cultural Center （Private Profit
Social Education Business）

42

Composition(2)Composition(2)Part 2
Ⅳ Organization & Implementationof Curriculum

Ⅴ Classroom Management

Ⅵ School Management

43 slides

34 slides

74 slides(1) Outline
1 Total Structure of Curriculum
2 Process of Curriculum Development(2) Organaization of Curriculum
3 Educational Objectives & Curriculum
4 Curriculum & Course of Study(3) Implementation of Curriculum
5 Organization of Units & Material Study
6 Lesson Plan
7 Evaluation of Study
8 Evaluation of Class, Evaluation ofCurriculum
9 Formation of Guidance(4) Examples of Curriculum Activities
10 Subjects in Elementary School
11 Moral Education
12 Special Activities 1 (Class Activities)
13 Special Activities 2 (Students Council)
14 Special Activities 3 (Club Activities)
15 The Period of Integrated Study
16 Club Activities

1
2
3
4
5
6
7
8
9
10
11

Classroom Management Plan
1Class Objectives
2
Class Activities, Group Activities, Day
Duty
3Class Newsletters
Group Activities of the Various Aged 4
5
Non-attendance at school
6
Measures of non-attendance atschool7
Visits to Children’s Homes
8
School counselor
Guidance Meeting
9Class fee10
11
12School Management
School Management
Plan
Educational Goals of
SchoolCurriculum Management
Teachers’ Meeting
Principal’s Duty &Competence
Principal
School Management
DutiesHead-teacher System
School Assessment
Evaluation of Teachers
Risk Management of
School
13 System of School
Choice43Composition(3)Composition(3)Part 2
Ⅶ Cooperation between School andLocal Community

Ⅷ Teacher’s Qualifications・Training
40 slides

75 slides
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18

PTA: Parents−Teacher Association
Visits to children’s homes
Visit on class
Parents and Teacher Meeting
The Report Card
Note for Communication Between
Teachers and Guardians
School newsletter, Grade newsletter,
Class newsletter
The School’s Home Page
Utilizing Human Resources ofCommunity
The Working Experience
Community learning
School Councilor
The Opening Schools for the Public
Complex Facilities
Kodomo-kai (Children's Gathering)
Local education liaison council
110 Home for Children
Education Costs Paid by Guardians

１
２
３
４
５
６
７
８
９

Teacher’s Qualifications
Pre-service Training of Teachers
Equivalency Examination of Teacher's
Qualification
Appointment of Teacher
In-service Training
In-service training within own school
School-leader’s Training
Teachers’ Salaries
Punishment for Teachers

44Composition(4)Composition(4)Part 3Ⅸ Japanese School
life & Culture
・ School Events
15 slides

・ The Typical Day of a ・ The Typical Day of a ・ Japanese School Life
Teacher
Student
29 slides
15 slides
13 slides

29 (Items List)
16 (Items list)
44 (Items List)
1 (Items List)
30
Going
to
Schoolina17Morning
meeting
45 Greeting
2 Entrance Ceremonygroup
18
Preparation
for
Class
46 Collective Discipline
3 Opening Ceremony
31
Morning
Meeting
19
Teaching
Classes47 Name, Name Card
4 Morning Assembly
32 Class-based activities 48 Preparing & Clearing
20 Skills to Teach
5 School Excursion
33 Before Class
21 Recessesup
6 Sports Day 1
34
Class
Hour
22 School Lunch 1
49 School Lunch Bag
7 Sports Day 2
35
Recesses
1
23
SchoolLunch
2
50 Recording
8 Marathon Race
36
Recesses2
24 Cleaning Time
51 Indoor Shoes
9 Overnight Trip with
37
Recesses3
25 Meeting before going
52 Lunch Time
Outdoor Studyback home
38
Playing
53 Cooperative Work
10 School Trip
26 Teachers’ Room
39 Before & After Lunch
for School Lunch
11 Medical Check-up
27 Teacher’s Desk in
40 Teachers’ Room
54
SchoolLunch Menu
12 Disaster DrillClass
41 Meeting before going 55 Cooperative Work
13 Music Festival
28 Instructions to
home
for Cleaning
14 Closing Ceremony
Students
42 Getting out of School 56 Places for Cleaning
15 Graduation Ceremony
43 After School
57 Keeping Animals,
Growing Plants

58 Notice 1
59 Notice 2
60 Notice 3
61 Nurse’s Office
62 Co-education
63 Health Education
64 Students’Preferences
65 Uniform
66 School Emblem,
School Song67 Testimonial
68 National Flag, Clock69 Memorial for
Graduation
70 Assistant English
Teacher
71 Notice 4
72 Teachers’ Study

45

About the use of Japaneseteaching
About theuse ofmaterials
teaching materials○ The background of teaching-materials development
In order to promote and sustain elementary secondary education within a developing country, preparation of educational management,
educational system, social education teacher training, and other aspects. become requisites. Japan has accumulated much educational
experience which can provide useful information for a developing country in contrast to the dominant flow of information that derives fromeducational cooperation among advanced nations. The interest regarding the Japanese educational model, which differs from Europeanand American models, is very high in developing countries. However, Japan has not adequately responded to such needs until recently.
It is useful to maintain and reconstruct the information about Japan's educational experience, and to prepare materials that can be sharedwith developing countries.
○ The purpose and budget of teaching-materials development work
After fully understanding the features of the educational situation of a partner country, and the needs which the educational staff of adeveloping country have, educational cooperation enterprises need to to be considered, including how to transmit information on Japan‘s
educational experience. The form of educational cooperation activities varies, including provision of training in Japan, dispatch of training
to the spot, and training through local educational personnel. The method of this particular activity is to edit effective teaching materials foruse in all types of educational cooperation, and to construct information databases about teaching-materials development and teaching
methods. The Ministry of Education, Culture, Sports, Science and Technology recognizes its utility and supplies the budget as 「Project toOrganize Information on Educational Experiences from Japan ~Focusing on Educational Management and Teachers’ Training」 (thecooperation building project system for international cooperation in educational development promoted by MEXT).
○ The kind, form, whereabouts and the language of teaching materials
HP of CRICED

Organization related
to JICAJapan Foundation

University foreign
student center

Language

Teaching
materials

PDF file

Slide collection CD

Slide collection CD

Slide collection CD

Japanese and English

Manual ofteaching materials

PDF file

ManualManualManualJapanese and English

Index

PDF file−−−

Japanese and English

Training module

PDF file−−−

Japanese and English

Request about teaching-materials use
CRICED has the copyright of these teaching materials, and it is prohibited to edit or reproduce these materials
without notice of approval, including publishing photographs, figures, tables, and description.s And, whenusing these teaching materials except in the context of training under the auspices of international educational
cooperation for a developing country, contacting and obtaining consent from CRICED beforehand about the46
purpose of use and the usage is required.

The method for preparing a training module
The method for preparing a training moduleThis set of teaching materials consists of 509 slides covering 113 topics withinnine domains, comprising outlines, charts, photographs and text. Provisionally, if
one slide is explained in 1 minute, the full explanation and coverage of the entire
set of teaching materials takes 509 minutes, or 8 hours or more.
In fact, the time required to cover a slide and to perform a presentation should bebased on the the purpose and target of training. The set or slides that specify the
purpose, object, etc. of the training is called a training module.
In CRICED, because various training modules are exhibited on HP, please referto this set of slides and create an individualized training module from the PDF fileon the CD and HP slide collections.
● How to create a training module from the CD slide collectioni.

The file of the CD slide collection is moved to one’s own personal computer.

ii. The new screen of the software for presentations is opened.
iii. Insertion → file to a slide → the original form is saved. Slide which saves →slide is chosen. （If it does not, choose "the original form is saved", because color
scheme of the background, the character and line may change, so please be careful ）● Acrobat is required to create a training module from the PDF file of HP.
47

FieldⅠ Outline of Japanese School System
Tsutomu
Tsutomu HORIUCHIHORIUCHI（（JAPANESE
JAPANESE EDUCATIONALEDUCATIONAL SYSTEMSYSTEM && PRACTICE
PRACTICE

PART
PART 11））

1 The School System in Japan
2 Pre-School Education
3 Elementary Schools
4 Lower Secondary Schools
5 Six-year secondary Schools
6 Upper Secondary Schools
7 Colleges of Technology
8 University System (Colleges, Graduate Schools)
9 Schools for the Handicapped
10 Specialized Training Colleges andMiscellaneous Schools
11 Modernization of Japan and the Public Education System

CenterCenter forfor Research
Research on
on International
International Cooperation
Cooperation inin Educational
Educational Development
Development (CRICED)(CRICED)
University
University ofof Tsukuba,
Tsukuba, JAPAN
JAPAN
URL.
URL. http://
http://www.criced.tsukuba.ac.jp/keiei
www.criced.tsukuba.ac.jp/keiei//

The school system in Japan■Change from a dual system to a single-track school system●Change from dual system before World War Ⅱ to single-track school system after that;●6-3 school system■Change from single-track school system to dual system●The system of colleges of technology (the levels of upper secondary education + lower higher education)●Secondary school system (the levels of lower secondary education as compulsory education + upper
secondary education as non-compulsory education）■Primary and collateral education●Schools defined in Article 1 of the School Education Law as primary schools(ten school types are provided by Article 1 of the School Education Law: elementary schools, lower secondary
schools,
upper secondary schools, six-year secondary schools, universities, colleges of technology, schools for the blind,schools for the deaf, schools for the mentally or physically handicapped, and kindergartens)●Specialized training colleges and miscellaneous schools as “collateral” education■Increasing elasticity and flexibility of education in a life-long learning society●Cooperation and interaction between school and out-of-school education●Dissolution of uniformity and closeness in school systems（Ⅰ−１ ）

1

The school system in Japan
3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
18 19 20 21 22 23 24 25 26 27

1 2 3 4 5 6 7 8 9 10 11 12 13 14
Pre-school
Education

Elementary Education

Secondary Education

13 14 15 16 17 18 19 20 21

Compulsory Education
Higher Education

Upper
Secondary
Schools

Elementary Schools

Lower
Secondary
Schools

Colleges of Techno
Technology
Special Training Colleges
Miscellaneous Schools(Education（Ⅰ−２ ）

Lower
Secondary
Department

Upper
Secondary
Department

Handicapped

Children)Elementary Department
for

JuniorColleges

Part-time
Correspondence

Kindergarten
Department

Universities

5-year Doctoral
Program
Preparatory Advanced
Doctorate
Doctorate
CourseCourseMaster’s
Program

Qualifying Certificate
Examination

Kindergartens

Entrance Examination

Six-year Secondary Schools

2The school system in Japan
Bottom to top school systems

System “from top to bottom.”
University

・・・・・
grammar schools

Vocational
SchoolBasic Education
School（Ⅰ−３ ）

・・

・・・・・

・・・・・

3

The school system in Japan

Elementary school

Elementary school

Elementary school

Kindergarten

Lower secondary school

Higher secondary school（Ⅰ−４ ）

4

Pre-school Education■Kindergartens●Educational facilities that are superintended by MEXT
●They target children from 3 to 5 years old●Established by the state, autonomous regional entities andscholastic corporations■Integration of two tier systems
of pre-school education●The dualism of day care centers and kindergartens●The demand for unification due to declining birth rates,changes in work situations, administrative and financial efficiency, etc.
（Ⅰ−５ ）

5

Pre-school Education

Age
年齢（歳）

0

1

2

3

4

5

Kindergarten
幼稚園

Elementary→小学校
schoolNursery
保育所
schoolElementary→小学校
school（Ⅰ−６ ）

Kindergartens and Nursery schools

6Pre-school Education
Classifications

Total

PublicPrivate14,061

49

5,649

8,363

Total

1,753,393

6,626

356,770

1,389,997

3 years old

410,228

1,210

41,311

367,707

4 years old

642,804

2,731

135,415504,658

5 years old

700,361

2,685

180,044517,632

109,806329

25,704

83,773

Number of Kindergartens
Number of Kindergarteners

National

Number of Full-time
Teachers

As of May 1st, 2004

（Ⅰ−７ ）

Statistics data about Kindergartens7Pre-school Education（Ⅰ−８ ）

July, 2004

8

Elementary Schools■Establishment●Establishment by the State, local governments, and incorporated
educational institutions●Compulsory school establishment (municipalities) and compulsory
school enrollment (person who has parental authority)■Management●Management and expense burdens by founders
Principle of management of founder, expense-burden- Article 5, the School Education Law●System of the National Treasury’s Share of Compulsory Education
Expenditure●System of teaching staff supported by prefectural funds●Administration by municipal board of education（Ⅰ−９ ）

9

Elementary Schools
State(MEXT)(MEXT: Ministry of Education, Culture, Sports, Science and Technology)

Guidance, advice,assistance
The Course of Study
Textbook authorization
Share of Compulsory
Education Expenditure

Prefecture(Board of education)

Appointment anddismissal / share ofallowance of teaching
staff supporting byprefectural fund

Guidance, advice,assistance

Municipalty(Board of education)
Supervision of teaching staff
supporting byprefectural fundCompulsory Education School(Elementary school)（Ⅰ−１０ ）

Management Structure of Public Compulsory Education School

10

Elementary Schools

Category

Total

National

PublicPrivateNumber of Schools

23,42073

23,160187

Number of Classes

274,062

1,279

270,715

2,068

Number ofStudents

7,200,933

46,9587,084,675

69,300

Number of Fulltime Teachers

414,908

1,763

409,665

3,480
As of May 1, 2004

（Ⅰ−１１ ）

Statistical data about elementary school11

Elementary Schools（Ⅰ−１２ ）

Elementary School （The Period of Integrated Study）

June, 200412

Lower Secondary Schools■Objectives●Individual lower secondary educational institutions in a single-track 6-3-3-4
school system●A guarantee of the secondary education as compulsory educational institutions■Establishment●Establishment by the state, regional bodies or educational corporations●Municipalities’ obligation to establish compulsory school and obligation ofa person who has parental authority to enroll children for compulsory school●Dualization of compulsory secondary education by putting lower secondary
schools under the authority of prefectures■Administration●Administration and expense-burden by the founder （Principle of managementof founder, expense-burden : §5 the School Education Law ）●System of the National Treasury's Share of Compulsory Education Expenditures●The system of teaching staff supported by prefectural funds●Administration of the municipal board of education（Ⅰ−１３ ）

13

Lower Secondary Schools
State(MEXT)(MEXT: Ministry of Education, Culture, Sports, Science and Technology)

Guidance, advice,assistance
The Course of Study
Textbook authorization
Share of Compulsory
Education Expenditure

Prefecture(Board of education)

Appointment anddismissal / share ofallowance of teaching
staff supporting byprefectural fund

Guidance, advice,assistance

Municipalty(Board of education)
Supervision of teaching staff
supporting byprefectural fundCompulsory Education School(lower secondary school)（Ⅰ−１４ ）

Management Structure of Public Compulsory Education School

14

Lower Secondary Schools
Category

Total

National

PublicPrivateNumber of Schools

11,102

76

10,317709

Number of Classes

118,275864

110,798

6,613

Number of Students

3,663,513

33,453

3,394,055

236,005

Number of Fulltime teachers

249,794

1,640

235,317

12,837
As of May 1, 2004

（Ⅰ−１５ ）

Statistical data about lower secondary school

15

Lower Secondary Schools

November 2004
（Ⅰ−１６ ）

16

Six-year Secondary Schools■Aim:●to eliminate the discontinuity of secondary education caused by different philosophies

between lower secondary schools and upper secondary schools;●to provide lower secondary schools and upper secondary schools with consistency■Formation or establishment:●“secondary schools” are established as individual schools;●public secondary schools are established by prefectures and municipalities;●kinds of secondary education- secondary school- lower and upper secondary school in annex-type- lower and upper secondary school in tie-up-type■System●term: six years (lower division: three years; upper division: three years)● public school: school fees are not collected in lower division●public school: entrance selection is not based on achievement test
●it is possible to transfer to lower secondary schools and upper secondary schools on theway．
（Ⅰ−１７ ）

17

Six-year Secondary Schoolsa. 6-year Secondary schools
Lower division (3 years)
12Upper division (3 years)
3

4

5

6

b. Annex-type
Lower secondary school (3 years)
123Upper secondary school (3 years)
＋

4

5

6

c. Tie-up-type
Lower secondary school (3 years)
123Upper secondary school (3 years)＋（Ⅰ−１８ ）

4

5

6

Types of 6-year secondary school education18

Six-year Secondary Schools

Classification

Total

National

PublicPrivate

18

2

7

9

Number of Lower
Divisions

6,051

1,419

1,277

3,355

Number of Upper
Divisions

2,136

696

230

1,210

Number of Full-time
Teachers

470

87

136

247

Number of Students

Number of Schools

May 1, 2004
（Ⅰ−１９ ）

Statistical data on six-year secondary schools

19Six-year Secondary Schools（Ⅰ−２０ ）

October 200420

Upper Secondary Schools■ Types of upper secondary school systems:●Full-time school - part-time course - correspondence course●Grade system – credit system●Ordinary education department - Specialized education department- Comprehensive department●General education course - Advanced course - Specialized course■Educational Curriculum of upper secondary school:●Subjects, Special Activities and Integrated Study●Ordinary subjects and subjects for specialized education●Requirements for graduation: more than 74 credits（Ⅰ−２１ ）

21

Upper Secondary Schools
Lower secondary school

中学校

Upper secondary school
Full-time course – Part-time course – Correspondence course
Grade course – credit course
Ordinary education course – Specialized education course – Comprehensive course
General course – Advanced course

The preceding course of college of technology
The last term of six-year secondary school
専修学校(高等課程−高等専修学校)
Specialized training
college (upper course – upper specialized training college)

各種学校
Miscellaneous
school（Ⅰ−２２ ）

Diversification of school education after compulsory education22

Upper Secondary Schools
Classification
Number of
Schools

Total
5,429

National

Public15

4,093

Peivate
1,321

Number of
Subjects

8,242

Number ofStudents

3,719,048

8,853

2,612,679

1,097,516

Number of Fulltime Teachers

255,605594

194,92560,086

General Courses：4,990／Vocational Education
Courses：2,998／Comprehensive Courses：189

May 1, 2004 (Number of subjects: 2002)（Ⅰ−２３ ）

Statistics on higher secondary education23

Upper Secondary Schools②①
May 2005（Ⅰ−２４ ）

24

Colleges of Technology■Characteristics● Set up in 1967 by requests from business circles● 5-year technical educational institution after compulsory education● Industrial course and mercantile course as special fields(Departments include also Information and Management)●Have both characteristics of the upper course of secondary
education (upper secondary school) and the lower course of higher
education (junior college)●Modification of single track school system – systematic end-up andtransfer to universities■Organization●Departments as educational organizations●Grade / Class system – 40 students per class● Teachers’ organization based on university and management
organization based on non-university（Ⅰ−２５ ）

25

Colleges of Technology

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Primary

SchoolLower
Secondary
SchoolUpper
Secondary University・Junior
SchoolCollegeCollege of Technology（Ⅰ−２６ ）

Institutional Position of College of Technology

26Colleges of Technology
Category

Total

Number of Schools

Type of College ofTechnology

PublicPrivate

63

55

5

3

College of Technology：
57

49

5

3

Maritime Technology
etc：5

5

0

0

56,07649,272

4,532

2,272

Number of Students
Advance Rate to
Universities or Upper
Schools
Number of Full-time
Teachers

National

3,929

3,557
242
130
（39.2）（40.7） （29.8） （28.0）
4,473

3,936

379

158

As of May 1, 2004 (Type of college of technology: 2002)（Ⅰ−２７ ）

Statistical data about college of technology

27Colleges of Technology

②

③

④

①
June 2005（Ⅰ−２８ ）

28

Universities (Colleges, Graduate schools)■Ideas and Types of University Institutions●Higher educational institutions – Post-secondary educational institutions– Tertiary educational institutions●Colleges – universities – graduate schools●The 2-year basis – the 3-year basis – the 4-year basis – (the 5-year basis)– the 6-year basis■Particularities of Universities in Japan●Quantitative expansion – mass education●Examination competition and university stratification●Respect for research functions and disrespect for educational functions■Current Reforms of University Education●The decline in birth rates, reorganization and integration of universities●The conversion of colleges into 4-year universities●Turning national universities into newly independent administrative
institutions●professional graduate schools（Ⅰ−２９ ）

29

Universities (Colleges, Graduate schools)
Committee on
nomination ofpresident of school

President
Executives / Staffs
Members outside school(more than 2/1)

Administrative
conference

President
Director

Board of directors

President
Executives
Heads of Departments
Others

Educational
Research AssemblyManager（Ⅰ−３０ ）

Management System of National University Corporations30

Universities (Colleges, Graduate schools)〈University〉
Classification

Total

National

PublicPrivateNumber of Schools

709

87

80

542

Number of Students

2,809,295

624,389

122,864
May 1, 2002

2,062,042

Number of Full-time
Teachers

158,770

60,897

11,18886,685〈Junior College〉
Classification

Total

National

PublicPrivateNumber of Schools

508

12

45

451

Number of Students

233,754

2,975

16,510214,269

Number of Full-time
Teachers

12,740240

1,418

11,082
May 1, 2004

（Ⅰ−３１ ）

Statistical data on junior colleges and graduate schools

31Universities (Colleges, Graduate schools)

January 2005
（Ⅰ−３２ ）

Examination by the national center for university entrance examination32

Schools for the Handicapped■Establishment:●Prefectural government■Class:●Special class − eight students●Special schools for the disabled：elementary and lower
secondary department - six students, upper secondary
department – eight students, class for multiplehandicapped – three students●Fixing flexible criteria by each prefectural government■System of school for the handicapped with elasticity andflexibility:●Multiple and severe handicaps and diverse
disabilities●Specially supported education（Ⅰ−３３ ）

33

Schools for the Handicapped■Schools for the handicapped
Schools for the blind, schools for the deaf, schools for thehandicapped other than the blind and deaf−mentally retarded,
physically disabled and the health impaired■Classes for the handicapped
Mentally retarded, physically disabled,
the health impaired, partially sighted,
hard of hearing and others■Resource classroom system■Visiting education（Ⅰ−３４ ）The Classification of Schools and Classes for the Handicapped34

Schools for the Handicapped

Number of Fulltime Teachers

Number ofStudents

Number of
Schools

Classification

Total

National

PublicPrivateSchools for the Blind

71

1

68

2

Schools for the Deaf

106

1

104

1

Schools for the Handicapped otherthan the blind and the deaf

822

43

767

12

Schools for the Blind

3,870

182

3,597

91

Schools for the Deaf

6,573

273

6,235

65

Schools for the Handicapped otherthan the blind and the deaf

88,353

2,597

85,097659

Schools for the Blind

3,409

83

3,288

38

Schools for the Deaf

4,935

88

4,816

31

Schools for the Handicapped otherthan the blind and the deaf

53,912

1,279

52,443190
May 1, 2004

（Ⅰ−３５ ）

Statistical data on schools for the disabled35

Schools for the Handicapped②（Ⅰ−３６ ）①
March 2005

36

Specialized Training Colleges and Miscellaneous Schools■Characteristics●“non-regular” institutions of education (schools not defined in the Article 1of the School Education Law)
●Specialized training college as institutionalization of miscellaneous schools●Life-long learning society and diversification of educational opportunities■Institutional Position●Specialized training college – equal to upper secondary education or higher education●Miscellaneous school – school that does not come under any article of any law,modeled after specialized training college, private school for preparing students
for entry into a university, schools for foreigners■Establishment●State●Local governments●Others – not necessarily to be a corporation
Miscellaneous school – have necessary economic base, knowledge / experience,social confidence■Sphere of Education●industry, agriculture, medical care, hygiene, education / social welfare, commerce,
dressing / domestic science, liberal arts
（Ⅰ−３７ ）

37

Specialized Training Colleges and Miscellaneous Schools■Curriculum●Higher course: Graduation from lower secondary school is required.
●Advanced course:
Graduation from upper secondary school is required.
●General course: Not required■Criteria●Term: more than one year
●Period: more than 800 periods per year
(more than 450 periods in case of evening course)●The number of students: more than 40●The number of teachers and the area of school buildings:
minimum based on course, department and the number of students（Ⅰ−３８ ）

38

Specialized Training Colleges and Miscellaneous Schools
Statistics on Specialized Training Colleges
Classification
Total
National

PublicPrivateNumber of Schools

3,444

15

201

3,228

Number of Students

792,054

1,124

28,944

761,986

Number of Full-time
Teachers

40,663

164

2,634

37,865

Statistics on Miscellaneous Schools
Classification

Total

Number of Schools

1,878

Number of Students

178,117

Number of Full-time
Teachers

11,267National−−

PublicPrivate

20

1,858

1,344

176,77382

11,185

As of May 1, 2004
（Ⅰ−３９ ）

Statistical data about Specialized Training Colleges and Miscellaneous Schools

39Specialized Training Colleges and Miscellaneous Schools①②（Ⅰ−４０ ）③④⑤
(July 2005)40

Modernization of Japan & the Public Education System
Background and requirement●Maturity of late Edo period
Economy-’Economy of selling rice’
Development of commercial capital, establishment of exchange trust economy, maintenance of distribution and transportation
Single commodity (United States) same price一
Religion and Culture – ‘Laicized medieval times’
Primacy of political power over religious power
Coexistence of Buddhism, Shinto, Confucianism
Education – ‘world’s best literacy rate’
Political no-control on education
For a period of time, there were about 20000 ‘Terakoya’ which was an educational institutions of the people●Opening up the country – modernization and balance of power – intra-temporal involvement of great powers●No corruption of political power - Confucianism as ethos
The modern school system and western model●Educational System (1872) –system: France, philosophy: England, educational method: the United States of America● 「Education Ordinance」（1879) –American liberalism and noncompulsory school attendance● 「Amended Education Ordinance」(1880)- German style state control-oriented education
Arinori Mori and Japanese style public education●Understanding public education – ‘Nourishment of national spirit’( formation of the nation by the state)● Four School Ordinance (Primary School Ordinance, Lower Secondary School Ordinance、University Ordinance、Normal School Ordinance and clarificationof the objective●‘Late capitalist state’ and promotion of efficiency of government initiated public education management●‘Imperial Rescript on Education’(1890) and promotion of vocational education
Establishment of Emperor-ruled nation and establishment of compulsory education system●No tuition fee charged for compulsory education (1900)and increase of school enrollment●Extension of compulsory education to 6 years (1907)
Establishment of public education system in the Meiji period and the development within the framework●Improvement of higher education and expansion of education opportunity● 「Taisho Liberal Education」and new education movement●World War Ⅱ and trend toward militarism in education
Post war education reform and democratization of education（Ⅰ−４１ ）

41

FieldⅡ Japanese Educational Administration & FinanceShinjiShinji KUBOTAKUBOTA（（JAPANESE
JAPANESE EDUCATIONALEDUCATIONAL SYSTEMSYSTEM && PRACTICE
PRACTICE

PART
PART 11））

1 The System of Law
2 Fundamental Law of Education
3 Reform Movements in Educational Administration (1)4 Reform Movements in Educational Administration (2)5 The Board of Education
6 Ministry of Education, Culture, Sports, Science and Technology (MEXT)
7 Guidance Administration by MEXT
8 Educational Finance and Responsibility Structure
9 Schools Covered by the School Education Law
10 Establishment and Management of Schools
11 Criteria for School Facilities and Class Size
12 Enrollment and Non-Attendance
13 Self-Evaluation / Third Party Evaluations
14 Disclosure of Educational Information
15 School Councilor System
16 Textbooks and Supplementary Materials
17 Disciplinary Action Against Children and Students
18 Specially Supported Education System
19 Students of the Permitted Enrollment System
20 Education of Children in Isolated Areas
21 Evening Lower Secondary School
22 Lower Secondary Equivalency Examination

CenterCenter forfor Research
Research on
on International
International Cooperation
Cooperation inin Educational
Educational Development
Development (CRICED)(CRICED)
University
University ofof Tsukuba,
Tsukuba, JAPAN
JAPAN
URL.
URL. http://
http://www.criced.tsukuba.ac.jp/keiei
www.criced.tsukuba.ac.jp/keiei//

The System of Law■Written Laws
●National Law
Constitution/Law/Government Ordinance/Ministerial
Ordinance●Autonomous OrdinanceOrdinance/Regulations（Regulations of the Boards of Education/
School Management Regulations）■Unwritten Laws
●Customary Law/Case Law/Construction
by Administration/Rational Law（Ⅱ−１ ）

1

The System of Law
International

Treatylaw

National law

Official Notice

Constitution
Law

Directives

Notice / Circular

Government ordinance
Written
Ministerial ordinanceDomestic
Autonomouslawordinance

Regulations
Ordinance

Regulations of
the board of education

Unwritten（Ⅱ−２ ）

Customary law, Case law

2The System of Law
Fundamental

Constitution / Fundamental Law of Education

School Education①School Law ②University Management Law ③
Law Concerning the Provisional Measures on the
Publication of Textbooks ④the law Concerning theFree Provision of Textbooks in Compulsory
Education Schools ⑤Law concerning the Standard
Number of Teacher in Public Compulsory
Education ⑥Law Governing Provisional Measuresfor Securing Political Neutrality of Education in
Compulsory Education Schools ⑦Upper Secondary
Standard Law ⑧Law concerned with theestablishment of national schools

Educational Promotion（Ⅱ−３ ）①School Enrollment Promotion Law ②School
Enrollment Promotion Law for Handicapped
Children ③the Law for the Promotion of Science
Education ④the Law for the Promotion of
Education in Isolated Areas ⑤the Law for thepromotion of part-time education and corespondents education of high-school ⑥Japan
Scholarship Foundation Law

List of laws related to education

3

The System of Law

2005（Ⅱ−４ ）

The compendium of educational laws

4

Fundamental Law of Education■ Article 1 Aim of Education■ Article 2 Educational Principle■ Article 3 Equal Opportunity of Education■ Article 4 Compulsory education■ Article 5 Co-education■ Article 6 School education■ Article 7 Social education■ Article 8 Political education■ Article 9 Religious education■Article 10 School Administration■Article 11 Additional Rule（Ⅱ−５ ）

5

Fundamental Law of Education■Fundamental principles and issues①The significance of regulations on educational objectives②The equal opportunity of education and prohibition
against discrimination in education→The interpretation of “according to their ability”③Compulsory education→Nation’s obligation to have their children receive
secular education, and the country and autonomies’
obligation for conditional maintenance④Public nature of school education⑤Lifelong learning and social education⑥Neutrality of education (politically/ religiously)⑦The educational administration in the course ofmaintenance and establishment of educational conditions（Ⅱ−６ ）

6

Fundamental Law of Education
Educational
objectives

The open door
education

Compulsory Public nature of
education school education（Ⅱ−７ ）

According tochildren’s abilities

Lifelong
learning

Neutrality
in education

Conditional
maintenanceof education

7

Fundamental Law of Education■Conditional preparation of education and theory of internal and externalmatters■Discussion point of the IENAGA Court Case
●Sugimoto Judgment and discussion on right to education of nationals●Takatsu Judgment and discussion on right to education of nation■Points of the Achievement Examination Judgment by the Supreme Court(1976)●Right to learn●Freedom of education of parents●Freedom of teaching of teachers●Approval of right of nation on determining educational contents（Ⅱ−８ ）

Discussions on right to education

8

Reform Movements in Educational Administration (1)●1948 Board of Education Law●1954 Revision of the Educational Personnel
Certification Law, andPromulgation of Law concerning Continued
Neutrality of Education●1956 Law concerning the Organization and Functionsof Local Education Administration●1971 Final Report of the Central Council for
Education●1987 Final report of the National Task Force for
Educational Reform●1999 Law concerned with the advancement ofregional devolution（Ⅱ−９ ）

9

Reform Movements in Educational Administration (1)Before World War II

After World War II

Legislation

Principle of Rescript

Principle of Legalism

Philosophy

Structure of Imperial
Rescript on Education

Structure of Fundamental
Law of Education

Administration

Centralization

Decentralization

Organization of
Local Educational
Administration

Educational Administration
by Governor as the
National Organization

Board of Education
as the independent
organization

Power of
Ministry of Education

Supervision by
Ministry of Education

Advice by Ministryof Education

Supervision

School Inspector System

Teacher Consultant
Supervisor System

Teachers’ Status（Ⅱ−１０ ）

Teachers as
Special treatment

Local Government Official

Comparison of educational administration before and after the war

10

Reform Movements in Educational Administration (1)Board of Education Law

Law concerning the Organization and Functionsof Local Education Administration

Boards’ publicly elected system(Principle of democratization)

The system of being appointed as a board
by the head of the administrative
organization concerned(Political neutrality and securing its stability)

The legal equality within the Ministryof Education(Principle of the regional devolution)

The preservation of financial autonomy(Principle of autonomy)

Reinforcement of upper
institutions’ commission(Reinforcement of the state
and regions)

Reinforcement of chieftain’s commission(Balance with the administration at large)

Comparison of the principle of board of education law and the law concerning the（Ⅱ−１１ ）
organization and functions of local educational administration

11

Reform Movements in Educational Administration (2)●1993 Society for the Study of Economic Reforms “Interim Report on Deregulation（Hiraiwa Report）” （fields of medical ・welfare、employment・labor、education to be
on one’s own responsibility as a principle and regulation of government to be minimum“Resolution on the Promotion of Decentralization” at both Upper and Lower House●1994 Decision of the Cabinet on “Promotion of Future Deregulation”●1995 Regulative standards for kindergarten establishment
the Collective Decentralization Law●1996 Federation of Employers‘ Associations “Promotion of Deregulation for Creative
Human Development”
Committee for the Promotion of Decentralization First Recommendation “Creation of
the decentralized Society”●1997 Establishment of Task Force on Decentralization at the Ministry of Home Affairs
Ministry of Education notification “Flexibility of School Districts”
Educational reform program
Approval of 4 laws for educational reform（Introduction of system of optional tenure for university teacher etc)
（Ⅱ−１２ ）

(1)

12

Reform Movements in Educational Administration (2)●1998 Partial amendment of School Education Law (Optional introduction of consistent secondary
education)
Central Council for Education Report “How Local Administration on Education Should Be”●1999 Law concerned with the advancement of regional devolution●2000 Amendment of enforcement regulations of the School Education Law (school councilor,
appointment qualification of principal / vice – principal, position of teachers’ meeting)●2001 Education reform plan for the 21st century（the Rainbow Plan）
Approval of six laws related to educational reform(public opening of board of educations’ meetings, appropriate correspondence to nonqualified teachers, skipping entrance to school)（Ⅱ−１３ ）

(2)

13

Reform Movements in Educational Administration (2)■Relaxing the geographic restrictions on school districtsof public elementary and lower secondary schools■Completeness of home – visiting education at school forthe blind, the deaf and the handicapped.
■Transparency of the Textbook Authorization System andImprovement of Textbook Adoption■Deregulation of Admission Requirements to Universities
and Graduate Universities.
■Treatment of graduation from university in attendance ofless than four years and more than three years（Ⅱ−１４ ）

(1)

14

Reform Movements in Educational Administration (2)■System of Credits – Accumulated by National Institute for
Academic Degrees and University Evaluation■Selective–tenure-term System for University Teachers■Credit System for Out-of-school Activities atUpper Secondary Schools■Expansion of the Evaluation System for Out-of-school
Learning
Achievement without Schooling（Ⅱ−１５ ）

(2)

15

Reform Movements in Educational Administration (2)The Education Reform Plan for the 21st Century
The 7 priority strategies① Improve students ’basic scholastic proficiency‘ in easy tounderstand classes.
② Foster youths into becoming open and warm-hearted
Japanese through participating in community services andvarious programs.
③ Improve learning environment so that they are enjoyable andfree of worries.
④ Make schools that can be trusted by parents and communities.
⑤ Train teachers as real ‘professionals ’ of education.
⑥ Promote the establishment of universities of international
standard.
⑦ Establish an educational philosophy suitable for the new
century and improve the provision for education.
（Ⅱ−１６ ）

16

Reform Movements in Educational Administration (2)（Ⅱ−１７ ）

February 2004

17

The Boards of Education■The Boards of Education are …
●The administrative committees that are establishedin prefectures and municipality●Working the administration on education, academic
research and culture●Institutions which embraces the council system■The Philosophy Guiding Establishment of Boards of Education●The layman’s control of educational administration●Independence from the administration at large●Decentralization（Ⅱ−１８ ）

18

The Boards of Education
Board of
Education
Board of Education(business)
chairmanAppointed
bymembersof board ofeducation( )superintendent

For designated cities, there canbe 6 people by ordinance.
3 people is acceptable fortowns and villages

Secretariat of board of education
head
Appointment (agreed
by assembly)（Ⅱ−１９ ）

Superintendent is selected from members ofboard of education by themselves so thesuperintendent also needs to work as amemberCouncil system of executive organization

19

The Boards of Education
Boards of Education: Municipalities

・Report on Budget,
Personnel matters, etc.
・Requirement for dispatchingteacher consultant
・Reporting and Cooperationfor Survey, etc.

・Construction, management,
administration of schools
・Institution building
・Treatment of textbooks andeducation materials
・Supervision of service
regulations of teachers

Public elementary and lower secondary school(principal)（Ⅱ−２０ ）

Relationship between the board of education and the school

20

The Boards of Education（Ⅱ−２１ ）

Meeting of a board of education

February 2004

21

Ministry of Education, Culture, Sports, Science and Technology (MEXT)■Revised aspects enacted by MEXT through a law
concerned with the advancement of regional
devolution１）The specification of administrative division２）Deregulation
３）The delegation of commission to the lower
administrative levels（Ⅱ−２２ ）

22

Ministry of Education, Culture, Sports, Science and Technology (MEXT)
Ministry of Education, Culture,
Sports, Science and Technology

State

Agency for Cultural Affairs

Minister
Parliamentary
Secretary(2)Vice Minister(2)Deputy Minister(2)Administrative
Vice-minister

Internal Divisions

Commissioner for
Cultural Affairs

Internal Divisions

Local
Organs under MEXT’s
Jurisdiction, etc.

（Ⅱ−２３ ）

Special Institutions

Local Branch
Officers

Special Institutions

Prefectural government, municipal government

23

Ministry of Education, Culture, Sports, Science and Technology (MEXT)

Science andTechnology

Prior investment tofutureEducation

Culture Sports(Lifelong learning)

Healthy growth ofyouth（Ⅱ−２４ ）

Promotion ofinternational cultural
exchange

Role of MEXT

24

Ministry of Education, Culture, Sports, Science and Technology (MEXT)■ The role of Ministry of Education, Culture, Sports,
Science and Technology (MEXT)●Establish a nationwide basic framework ofeducational system●Set national standards●Support improvements in local educational
conditions●Support measures for appropriate
implementation of programs（Ⅱ−２５ ）

25

Ministry of Education, Culture, Sports, Science and Technology (MEXT)（Ⅱ−２６ ）

26

Guidance Administration by MEXT
MEXT: Ministry of Education, Culture, Sports, Science and Technology■Contents of guidance administration●Interpretation of laws and transmission of Government
institutions and policies to prefecturesand municipalities;●Interpretation and explanation of professional andtechnical items about contents and methods ofeducation;●Requests to secure correct educational
administration and school management andadministration, etc.
（Ⅱ−２７ ）

27

Guidance Administration by MEXT
Instruct / advise /counsel / plan / assist /subsidize / investigation

Law on Organization andManagement of Local
Educational Administration

Technical advice / request for submissionof materials, request or revision / set
standard on office work / instruction /advise / assistance / investigation
Technical advice / request for submission ofmaterials, request or revision / instruction /advise / assistance / investigation
Law concerning
Local Authority

Minister of Education, Culture, Sports, Science and Technology

Submit documents/ report
Prefectural Board of Education
Appointment
and dismissal

Submit documents/ report

Teachers whosesalaries are given
by prefectureFixnumberMunicipal Board of Education

The Relationship between MEXT (Ministry of Education, Culture, Sports, Science and（Ⅱ−２８ ）
Technology) and the boards of education

28

Guidance Administration by MEXT
MEXT: Ministry of Education, Culture, Sports, Science and Technology

Classifications

The number ofboards of education

The boards of education disposing
teacher consultant supervisors

The ratio of thedisposition
Total
More than 500,000
More than 100,000, less than 500,000
More than 15,000, less than 100,000
Less than 15,000
The regional affairs association which
deals with all of education
Union of Education AdministrationⅠ
Co-established Board of Education
The wide area joint board of education(cf.) Total number in 1999

（Ⅱ−２９ ）

The average
number per a
disposed board ofeducation

The boards of education disposing
supervisors for Social Education andsent Social Education supervisors
The ratio of thedisposition

The average
number per a
disposed board ofeducation

3,406

32.6%

4.1

71.3%

1.7

27

100.0%

28.5

81.5%

4.4

228

99.0%

11.6

77.1%

2.4

1,010

63.1%

2.6

74.6%

1.7

1,964

15.5%

1.4

74.6%

1.6

1

100.0%

1.0

100.0%

1.0

177

4.0%

3.3

9.6%

1.2

7

71.4%

3.0

100.0%

2.9

31.5%

4.1

76.1

1.8

2
3,418

The disposition of supervisors

29

Guidance Administration by MEXT
MEXT: Ministry of Education, Culture, Sports, Science and Technology②①
November 2004③

（Ⅱ−３０ ）

30

Educational Finance & Responsibility Structure■The change in responsibility for educational finance●From beneficiary charge to public responsibility●Public responsibility changes from principle of burden by
founder to national subsidies (national treasury payment)●National treasury payments changed from the system ofnational subsidies to fiscal equalization principles■The fiscal equalization law●The system of national subsidies as a vertical adjustment
system●The local tax-allocation system as a horizontal adjustment
system（Ⅱ−３１ ）

31

Educational Finance & Responsibility Structure
Aid to private upper secondary schools
1.7%

Aid to private universities
5.4%

Expenditure for student aid
programs
1.8%

Capital expenditure for local publicschool facilities 2.1%

Expenditure for compulsory
school textbooks
0.7%

Aid for repaying NTT interest-free loans
0.4%Lifelong learning,
culture, sports
8.4%

National Treasury’s share of compulsory
education expenditure

Energy meassures
1.7%

41.5%

Science and technology promotion expenditure
13.4%
Expenditure for national education institutions (universities,etc.) and subsidies
for improving facilities
22.9%（Ⅱ−３２ ）

Budget of MEXT

32

Educational Finance & Responsibility Structure(Billion)
9,000
8,000
7,000
6,000
5,000
4,000
3,000
2,000
1,000
0

1993

1994

1996

1997

1998

1999

2000

2001

2002

National treasury

Prefectural burden

Municipal burden

Local burden

Donation

Percentage ofnational treasury
Percentage ofdonation

Percentage ofprefectural burden

Percentage ofmunicipal burden

Percentage of
local burden（Ⅱ−３３ ）

1995

Transition of local educational finance in terms of financial sources

33

Educational Finance & Responsibility Structure（Ⅱ−３４ ）

April 200434

Schools Covered by the School Education Law■Schools covered in
the first article of the School Education Law
・Kindergarten
・Elementary school・Lower secondary school・Upper secondary schools
・Six-year secondary school・College of technology
・University
・School for the blind・School for the deaf
・School for the handicapped other than the blind and deaf

■Specialized training colleges and miscellaneous
schools■Other schooling facilities covered in other ordinances（Ⅱ−３５ ）

35

Schools Covered by the School Education Law■Completion of courses at university / college of technology / specialized training college(upper secondary course / specialized course) is approvable as units for upper secondary
school(Enforcement regulations of School Education Law, Article 63 – 4)
■Regarding entrance to specialized course of specialized training college, graduates of upper
secondary schools and those who completed the upper secondary courses of specialized
colleges are treated in the same way（Enforcement regulations of School Education Law, Article 77 – 5 ）■Transfers to universities or junior colleges for graduates of specialized courses of specialized
training college(School Education Law, Article 82-10, Enforcement regulations of School Education Law,
Article 70, 72 – 5)■Completion of courses at education institutions except specialized training colleges isregarded as completion of courses of a specialized training college(Criteria of Establishing A Special Training College, Article 10)
others: it is possible to take an entrance examination to graduate schools by converting
experiences in business after graduating from a specialized training college based on individual
qualifications and the judgment of graduate schools(Enforcement regulations of School Education Law, Article 70)（Ⅱ−３６ ）

“Schools covered by the School Education Law” and strengthening
flexibility in relations with specialized training colleges

36

Schools Covered by the School Education Law
Elementary school

Lower secondary school(17th article) The aim of elementary schools
is to give an elementary education todevelop children in mind and body.

(35th article) The aim of junior high schools is to
give a secondary education on the basis ofelementary education supporting thedevelopment in mind and body of children.

(18th article) About education in elementary
school, we should make an effort to achieve
the aims of the preceding article.

(36th article) Education in junior high school
should make an effort to achieve the aims of thepreceding article.

High school(41st article) The aim of high schools is to give higher educationand specialized education on the basis of secondary education
supporting children’s development in mind and body.

(42nd article) Education in high school should make an effort toachieve the aims of the preceding article.

（Ⅱ−３７ ）

School objectives, aims (School Education Law)

37

Schools Covered by the School Education Law
3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
18 19 20 21 22 23 24 25 26 27

1 2 3 4 5 6 7 8 9 10 11 12 13 14
Pre-school
Education

Elementary Education

Secondary Education

13 14 15 16 17 18 19 20 21

Compulsory Education
Higher Education

Upper
Secondary
Schools

Elementary Schools

Lower
Secondary
Schools

Colleges of Techno
Technology
Special Training Colleges
Miscellaneous Schools(Education（Ⅱ−３８ ）

Lower
Secondary
Department

Upper
Secondary
Department

Handicapped

Children)Elementary Department
for

JuniorColleges

Part-time
Correspondence

Kindergarten
Department

Universities

5-year Doctoral
Program
Preparatory Advanced
Doctorate
Doctorate
CourseCourseMaster’s
Program

Qualifying Certificate
Examination

Kindergartens

Entrance Examination

Six-year Secondary Schools

38

Establishment & Management of Schools■Founder of school●Nation●Local government●Juristic person determined by law■The year when criteria were set establishing differing school
types●Criteria for establishing a Kindergarten ＝1956●Criteria for establishing a upper secondary schools＝1947●Criteria for establishment of university＝1956●Criteria for establishing a College of Technology ＝1961●Criteria for establishing a graduate school＝1974●Criteria for establishing a junior college＝1975●Criteria for establishing a special training college＝1976●Criteria for establishing a new elementary/lower secondary（Ⅱ−３９ ） school=2002

39

Establishment & Management of Schools
Criteria for establishing new elementary schools◇Self-inspection/evaluation andtender of information◇Organization of class◇Teachers and teaching◇General standards for faculty andequipment and related matters◇Area of school plant andground and related matters

Area of school building
The number of student
More than 1, less than 40
More than 41, less than 480
More than 481◇Facilities which should beequipped◇School materials and teachingmaterials◇Usage of other school
facilities and equipment（Ⅱ−４０ ）

Area (square meters)
500
500+5×（Number of Students 40）
2700+3×（Number of Student 480）

Area of groundThe number of student
More than 1, less than 240
More than 241, less than 720
More than 721

Area (square meters)
2400
2400+10×（Number of Student 240）
7200

40

Establishment & Management of Schools
Types of School

Elementary School

Lower Secondary
Schools（including six-year
secondary schools
lower division）（Ⅱ−４１ ）Classification of the Class Organizations

The Number of Students perClass

A class which is organaized with the same
graders40

A class which is organized with different two
graders16（ if it includes the first graders → 8）

A special class which is provided by Article 75of the School Education Law

8

A class which is organized with the same
graders40

A class which is organized with different two
graders8

A special class which is provided by Article 75of the School Education Law

8

The flexible system of class organization

41

Establishment & Management of Schools①
May 2005（Ⅱ−４２ ）②
April 2005

42

Criteria for School Facilities & Class Size
① Educational finance / laws on facilities / criteria●Criteria for school establishment●Law concerning the National Treasury② Other directives, guidelines, council reports●Guidelines on School Facilities (1967)●Guidelines on Design of School Facilities(1974)（Ⅱ−４３ ）

43

Criteria for School Facilities & Class Size
■Appropriate Statute re Standards for School
Environments●Social Conditions
・Not in industrial areas, hotel areas（Building Standards Law 48）

・No environmental pollution such as air pollution,
ambient noise, damage from vibration●Natural Conditions
・Height of the school location
・Commuting distance to school（Enforcement of National Treasury's Share of Expenses for Compulsory
Education Schools3, less than 4 kilometers are appropriate for elementary
school)（Ⅱ−４４ ）

44

Criteria for School Facilities & Class Size
The number ofclass per school12

3〜5 6〜910

11〜 Total Mean

1999

×

7

92

125

55

10

297

7.8

2000

1

5

96

125

56

10

296

7.7

2001

×

×

96

125

54

11

295

7.7

1999

×

×

49

26

36

4

115

8.2

2000

×

×

22

29

38

4

114

8.1

2001

×

×

48

29

30

6

114

8

PrimaryschoolLower
secondaryschool

（Ⅱ−４５ ）

Standard class size and school size

45

Criteria for School Facilities & Class Size

Home economics room

Gymnasium

Nurse’s office

Science room
Computer room

Cooking room

School broadcasting room Music Room（Ⅱ−４６ ）

Drawing and handcraft room46

Enrollment & Non-Attendance■Duty of guardians to make children enroll●Designation of schools to enroll●Compulsory school attendance postponement●Encouragement and assistance to attendance■Actions Concerning non-attendance●Arrangement of school counselors●Arrangement of counselor of moral education●Class for school refusal children●Private free schools（Ⅱ−４７ ）

47

Classification

Enrollment & Non-Attendance
Elementary School

Lower Secondary School

Total

Number of no- Percentage among Number of no- Percentage among Number of no- Percentage among
attendance
all students (% )attendance
all students (% )attendance
all students (% )1996

19,4980.24

74,853

1.65

94,3510.75

1997

20,7650.26

84,701

1.89

105,466

0.85

1998

26,017

0.34

101,675

2.32

127,692

1.06

1999

26,0470.35

104,1802.45

130,227

1.11

2000

26,3730.36

107,9132.63

134,286

1.17

2001

26,5030.36

112,193

2.81

138,696

1.23（Ⅱ−４８ ）

Proportion of non-attendees

48

Enrollment & Non-Attendance
The number of instructor
The number oforganization

Category

Full-timenumber

Part-timepercentage

numberTotal

percentage

numberpercentage

Established by
prefecture

1998

34

72

43.9%

92

56.1%

164

100%

1999

28

76

50.7%

74

49.3%

150

100%

Established bycommune

1998

770

516

22.1%

1,817

77.9%

2,333

100%

1999

855

568

21.5%

2,079

78.5%

2,647

100%

1998

804

588

23.5%

1,909

76.5%

2,497

100%

1999

883

644

23.0%

2,153

77.0%

2,797

100%

Total

（Ⅱ−４９ ）The number of classes for non-attending children

49Enrollment & Non-Attendance①②① computer

books

gymnastic
mat

②

③

③

organ

February 2004
（Ⅱ−５０ ）Classes for absentee school children

50Self-Evaluation / Third Party School Evaluations■Self-Evaluation“In order to improve standards of education and toachieve its goals, elementary schools should makeefforts to undertake self-inspection and self-evaluation
about educational activities and other aspects of school
management and to publish the results”(Criteria of establishing a new elementary school,
Article 2)（Ⅱ−５１ ）

51

Self-Evaluation / Third Party School Evaluations

Plan

ActionDo

Check（Ⅱ−５２ ）

Self-evaluation cycle

52Self-Evaluation / Third Party School Evaluations
April

Lower secondary school

Parents, School councilor, Community

Determination of education policy and the pointof educational guidance for this academic year

Information provision through website
PTA general meeting

Explanation of the last year’s evaluation andthis year’s education policy

School councilor

May
Analysis of the results of outsideassessment

Outside school assessment

Educational activities on a basis of education
policy and outside assessment

School councilor meeting

Self evaluation on a basis of outsideassessment

School councilor meeting

Announcement of the results of self evaluation

Information provision through website

February（Ⅱ−５３ ）

Example of self-evaluation

53

Self-Evaluation / Third Party School Evaluations（Ⅱ−５４ ）

Third party school assessment committee

Nov, 2003

54

Disclosure of Educational Information■Providing information to parents“Elementary schools should actively provide parents
information about educational activities, and other aspects ofschool management, etc.”(Criteria of Establishing a New Elementary School, Article 3)■Ordinance on disclosure of educational information●Right of Information Explanation on self-information,
Right of request for correction on self-information(Kanagawa Prefecture Regulation on Private Information Protection)（Ⅱ−５５ ）

55

Disclosure of Educational Information■Opinions from both sides of a legal case (comparative list)
Takatsuki City Ordinance of Private Information Protection Article 13
Paragraph 2 implementing agency may avoid giving out private
information for the cases below(1)When a statute or a regulation exists to protect private
information(2)When the information is about personnel evaluation, diagnosis,
estimation etc. and it is justified not to release the information(3)When releasing information obstructs fair andappropriate administration(4)When the implementing agency accepts that listening to thecouncil is in the interests of the common good
（Ⅱ−５６ ）

56

Disclosure of Educational Information
Judgement of
implementing
organization

Report fromthe council

Final
judgement of
implementing
organization

Thereafter

Accusation

Plea ofreliefRequesterTime torequest

Structure

Student○％

Before theentrance
examination○％

Freedom of official
documents

All freedom

All freedomNot freedom(Notdisclosure)

Father○％After the entrance
examination○％

Ordinance○％

Partial freedom

Adequate
procedure

Freedom(Disclosure)

Ordinance on
protection of
Not freedom atindividual
allinformation○％

Dismissal

Mother
○％（Ⅱ−５７ ）

Examples of disclosure of information57

School Councilor System■The placement of school councilors
１ School councilors may be placed in elementary schools by
the founder’s regulation.
２ School councilors are allowed to observe ideas onschool administration in response to requests from Principals.
３ The school councilors are selected from people who are notfaculty staff of the school in question, and have understanding
and insight about education. They are entrusted by theschool’s founder through recommendation of the Principal.

（Ⅱ−５８ ）

58

Total Number of Schools

School Councilor System

School Councilor
already set up (A)School Councilor
being considered

Similar Systemalreadey set up (B)Similar System being
considered

Number of
Schools

Ratio

Number of
Schools

Ratio

Number of
Schools

Ratio

Number of
Schools

Ratio

Number of
Schools

Ratio

23,260

9,706

41.7%

6,382

27.4%

1,959

8.4%

1,022

4.4%

11,66550.2%

School Councilor

Similar School Councilor System

Either System isalready set up（Ａ）+（Ｂ）(January, 2003)（Ⅱ−５９ ）

Setting up situation of school councilors and similar systems at public schools

59

School Councilor System
Parents andguardians

The rest
Alumniassociation
concerned

15.0%(14,272)

18.2%(17,361)

5.2%(4,962)Business concerned
6.9%(5,950)Total
persons

Literate

Self-government
body concerned
15.2%(14,485)

Association of social
education concerned

10.6%(10,125)

Facilities and association ofsocial welfare concerned

15.2%(14,443)

14.2%(13,544)（Ⅱ−６０ ）

Types of careers of school councilors

60

School Councilor System（Ⅱ−６１ ）

February 2005

61

Textbooks & Supplementary Materials■Criteria for textbook authorization for various
compulsory education schools (January 1999)■“Exhortation toward Learning” which is 2002 appeal
for improvement of “Academic Ability”■The Textbook Survey and Authorization Council“Concerning improvement on the textbook system”(July 2002)■Partial revision of the Criteria for textbook
authorizations for various compulsory education
schools and the Criteria for textbook authorization of
upper secondary schools (August 2002)（Ⅱ−６２ ）

62

Textbooks & Supplementary Materials
Application
The examination by the council
The reservation of determination
The notification of examinational observation
The submission of modification schedule
The examination by the council
The determination of authorization（Ⅱ−６３ ）The determination of disqualification

教科用図書と教科書の審査

63

Textbooks & Supplementary Materials
School Education Law Article 21
Clause 1 Elementary schools shall use textbooks authorized by the Minister of
Education, Culture, Sports, Science and Technology or whose copyright the
Minister of Education, Culture, Sports, Science and Technology owns.
Clause 2 Books other than the above-mentioned textbooks and other teachingmaterials may be used, if they are good and suitable.

Copyright Law Article 35
Reproduction at school or other compound institutions
Teachers at schools and other educational institutions (excluding those for profitmaking) are allowed to copy published materials when it is admitted to benecessary and it is used in their subjects. However, it is not permitted when it
violates the interests of the author in terms of type and use of the book, andnumber and modes of the copied materials（Ⅱ−６４ ）Obligations re the use of textbooks and the use of supplementary materials

64Textbooks & Supplementary Materials（Ⅱ−６５ ）

Textbooks and supplementary materials

65

Disciplinary Actions Against Children & Students■School Education Law article11“Based on the decision by the Minister of Education, Culture, Sports,
Science and Technology, principal and teachers are allowed to give
disciplinary actions against students and children when there is a
educational necessity. However, they may not give corporal punishment.”■Enforcement regulations of the School Education Law(excerpt)“When principals or teachers give children disciplinary actions, they must
give consideration that is educationally necessary. For example, they must
consider children’s development mentally and physically.”■Reasons for expulsion (drop-out) from school●A person who is recognized with his/her misbehavior and has no chanceof improvement●A person who is recognized as less able and has no chance of success●A person who doesn’t attend class daily without a valid reason●A person who disturbs school order, or student that fails his/her duty as a
student（Ⅱ−６６ ）

66

Disciplinary Actions Against Children & Students
Public elementary andlower secondary
school and so on

National and private
elementary and lower
secondary school andso onUpper secondary
school and university
and so on

Drop-out×○○

Suspension ofschool××○

Admonition

○

○

○

Disciplinary
action without
legal effect

○

○

○

（Ⅱ−６７ ）

Limits of application and disciplinary action of drop-out andsuspension from school

67

Disciplinary Action Against Children & Students
Reasons for the measures

Disciplinary measures

Disciplinary measures, admonitions
or dismissal

2002

2001

2002

2001

Traffic accident619( 5)597( 3)

2,052(168)

1,931(107)Labor disputes

31( 0)

20( 0)

43( 0)

32( 0)

Corporal punishment

137(10)125( 3)451(200)

424(194)

Indecent assault

148(35)100(14)

175(165)

122( 93)

Oblique execution of public expenses
or oblique receipt of expenses

16(14)

19(20)

38( 46)39( 37)

Relating to displaying the national flagand singing the national anthem26( 0)

94( 0)

44( 5)

164( 37)

Others236(35)138(29)742(284)

1,272(454)

Total

1,213(99)1,093(69)3,545(868)

3,984(922)

Numbers inside parenthesis are not included as it was by supervisory responsibilities（Ⅱ−６８ ）

(Unit: student)

The number of the disciplinary measures relating to the corporal punishment

68Specially Supported Education System

１．Change of situations regarding education ofhandicapped students
２．Basic ways of thinking of specially supported education
３．Individual educational support plans
４．Current situation and ways to deal with Learning
Disabled, Attention Deficit Hyperactivity Disorder
５．Permitted Enrollment（Ⅱ−６９ ）

69

Specially Supported Education System
Number of special schools for the disabled

Students number of special schools for thedisabled
Schools for the health impaired

Schools for the health impaired
Schools for the physically disabled
Schools for the mentally retarded

97

Schools for the deaf
Schools for the blind95

Schools for the physically disabled
Schools for the mentally retarded
Schools for the deaf

95

3,921

7,219

Schools for the blind

192

4,733

198

18,362
19,937

185

18,131

4,628

70
16,927

122
453

501

523

1,845

52,061

7,931

34
59

4,923

201

9,090
19,68431
107

19,081

237
60
61

58

77

107

13,897

107

107

106

9,404

18,694

99
1955

77

77

72

70

71

1965

1975

1985

1995

2002
(2002)（Ⅱ−７０ ）

61,243
52,102

9,933
1955

1965

9,015
1975

7,257

6,719

6,780

4,611

3,926

1985

1995

2002

(2002)

Current situation of specially supported education 1

70

Specially Supported Education SystemStudents number of resource
roomsStudents of special class
132,369
Elementary schools

31,767Lower secondary schools

Elementary schools
Lower secondary schools

103,992

25,922

84,204

81,671

81,827

69,62920,006

66,03930,83851,45055,963

12,25925,21443,85019,42424,48011,96348,165
20,49734,36330,221

22,18925,864

3,983

1955

1965

1975

1985

1995

2002
(2002)（Ⅱ−７１ ）

296

582

708

929

1993

1996

1999

2002
(2002)

Current situation of specially supported education 2

71

Specially Supported Education System

Address the actual condition of student with disabilities

Evaluation

Setting up guidance objectives
on the basis of actual conditions

Making clear the concrete contents
of educational guidance（Ⅱ−７２ ）

Individual education support plan72

Specially Supported Education System（Ⅱ−７３ ）

2002

73

Students of the Permitted Enrollment System
１．Intention of the system
Based on changes in circumstances around special education such as the spread ofnormalization of society and progress on decentralization of education, the system intends toreconsider enrollment guidance that allows appropriate education in response to special
educational needs of individual handicapped students.

２．Who is a student of permitted enrollment?
Students who, are usually judged that they need to enroll in schools for blind, schools for
deaf, or schools for handicapped other than the blind and deaf due to their degrees ofhandicaps, may be admitted to have appropriate education at elementary school sor lower
secondary schools.

３．Important aspects regarding authorization of students for permitted
enrollment- Environment for enrollment (school facilities corresponding to handicaps, disposition ofteachers with professional skills on guidance)- There should be consideration towards safety and appropriate guidance according totypes and degrees of handicaps. (such as double handicaps or a case when daily medicalcare is needed.)- Hearing from professionals and parents about contents and methods of appropriate
education according to types and degrees of handicaps

４．Preparation of teachers to deal with handicaps and environment forenrollment- Preparing counseling system - Preparing enrollment guidance system（Ⅱ−７４ ）

74

Students of the Permitted Enrollment System①medical check up noticeon entrancing school
Internal Committee on
Enrollment Guidance at
Elementary School②medical check-up
on entrancing schoolStudents& Parents

City Committee for a
Guidance on Enrollment③request of investigation④special medical checkrecommendation report

Board of⑥notice of result of examination Education⑤request of examination⑦notice of special medical check-up⑧special medical check-up⑨notification on entrance⑨change notice for
new entrance students
Elementary School to enter(School with Special Class)（Ⅱ−７５ ）

Flow patterns for entrance to special classes

75

Students of the Permitted Enrollment System■Conditions of the student
・Independence of the student, and communication ability of thestudent in daily school life
・Any other disabilities, the type of disability, and behavior problems(for example, human relations)
・Medical and physical considerations, learning conditions for eachsubject, consideration when participating school events,
accepting system of founder■Conditions of elementary and lower secondary schools
・Distribution of teachers with high degree of specialty, support
system in school, facilities, evacuation in a time of disaster,emergency contacting system■Other conditions
・Support and cooperation from outside school, intention of theparents about educational contents and methods（Ⅱ−７６ ）

Examples of survey points to assess qualified students for enrollment

76

Students of the Permitted Enrollment System（Ⅱ−７７ ）

This class is not concerned with the permitted enrollment system.

77

Education of Children in Isolated Areas
１．The Law for the Promotion of
Education in Isolated Areas
２．Grading of isolated areas
３．Special allowances for teachers
working in isolated areas
４．Project for development of IT
application method for schools
in isolated areas（Ⅱ−７８ ）

78

Education of Children in Isolated Areas＋

Criteria points

Additional points＝

45〜79 points→ 1st degree

80〜119 points→ 2st degree

120〜159 points→ 3st degree

160〜199 points→ 4st degree

More than 200 points → 5st degree

Examples of assessable points〈The distance to a station or a bus stop〉(The area where is no transportation)

Assessable elements
The distance to a station or a bus stop
The distance to a hospital

2〜4km

→

4 points

The distance to a clinic

4〜6km

→

８ points

The distance to an upper secondary school

6〜8km

→

12 points

The distance to a post office

8〜10km→16 points

The distance to municipal board of education

・・・

The distance to the center of the town

36〜40km→72 points

The distance to the seat of prefectural

Farer than 40km→

80 points

government or the associate of it（Ⅱ−７９ ）The manner of classes’ assessment by the rules for the operationof the law for the promotion of education in isolated areas

79

Education of Children in Isolated Areas
160,000
140,000
120,000
100,000
5th class area
4th class area
3rd class area
2nd class area
5th class area
Semi-isolated area
Special area

80,00060,00040,00020,0000

1962（Ⅱ−８０ ）

(1990)

1997

Change in number of students at schools in isolated areas (Hokkaido)

80

Education of Children in Isolated Areas

① ③
② ④

（Ⅱ−８１ ）

81

Evening Lower Secondary Schools
１．What is an evening lower secondary school?
●A secondary school with evening classes in order to secure opportunities for education
for people who could not have compulsory education for various reasons

２．Progress and the present condition●This concept started in Osaka in 1947 to provide opportunities of learning for children who could
not go to school because they had to work for a living after Second World War.
●Securing educational opportunity for Koreans in Japan, Vietnamese refugees, War
returnees from China, foreign workers and their children. Also coping with an increase in
number of school refusal students●At the time of April, 2002, there are 35 evening lower secondary school in 8 prefectures of Japan;
1 in Chiba, 8 in Tokyo, 6 in Kanagawa, 1 in Kyoto, 11 in Osaka, 3 in Nara, 3 in Hyogo
and 2 in Hiroshima

３．Requirements for entrance●Example: Tokyo*Those living or working within Tokyo prefecture, who did not graduate a lower secondary school* age of more or equal to 15* nationality does not matter（Ⅱ−８２ ）

82

Evening Lower Secondary Schools
History
1947 “Yuuma-gakkyu (evening class)” was held at a municipal school
in Osaka prefecture but is closed after three years.
1948 “Kajikko-gakkyu (class for steersmen’s children)” was held byfishermen’s cooperative association in Yokohama city. It was
permitted as evening class in municipal school after two years.
1949 Evening class was held in Kobe city. It was permitted as classfor the school refusal.
1967 Lower Secondary Equivalency Examination was started.
1971 Subsidy from Ministry of Education was started. In Tokyo,
Japanese Language Class for Repatriates from China was held.
1981 The number of the young students who experienced school
refusal. The Japanese Government ratified Convention Relating
to the Status of Refugees.
1994 The number of Japanese-Latin American student was suddenly
increased.

Change in the number ofstudents of evening lower
secondary schools

1951
1954
1955
1957
1968
1991
2001

（Ⅱ−８３ ）

Number of
SchoolNumber ofStudents

47
87
84
60
21
35
35

2,195
4,350
5,280
2,284
416
2,814
3,125

83

Evening Lower Secondary Schools

①

②

③

⑤

⑥

⑧

⑦
（Ⅱ−８４ ）④

May 2005⑨⑩

84

Lower Secondary Equivalency Examination
1.

Purposes● Examination which authorizes enrollment in courses of upper secondary
education for those who did not graduate from lower secondary schools● System which proves the same or more academic ability compared to lower
secondary school graduates, for those who were exempted from obligation ofenrollment in school due to reasons such as diseases

2

Qualifications for examination● Those who did not graduate from lower secondary schools in Japan with no
obligation of enrollment, and are more than or equal to 15 years old. (graduates or
students of international schools and foreign schools)● Those who were not exempted from obligation of enrollment, but now have no
obligation due to their age. (those who are over the age of 15 – age with no moreobligation of enrollment- and did not complete compulsory education without
exemption due to various reasons such as school refusal

3

Subjects● Japanese, social studies, mathematics, science, English（Ⅱ−８５ ）

85

Lower Secondary Equivalency Examination

根拠法規

Regulation of School Education Law
Regulations
on Approval of Lower
学校教育法施行規則
Secondary School Equivalency for
就学義務猶予免除者のPerson Excepted from Compulsory
中学校卒業程度認定規則
Education

Target(1) Persons対象of over 15 years

・ インターナショナルスクールや外・Persons
who graduate from international
schools
and foreigners’ schools, and while in
国人学校の卒業者、在学者
these schools

満１５歳以上になるもの(2) Persons of over 15 years（イ）就学義務がある者でold who have duty of
就学義務猶予免除を
compulsory education
受けていない場合でも学齢を超過し就学義務を負わなくなったもの

・ 不登校等の様々な理由により就学義務猶予免除（相当する事由が・Personsof over 15 years old who do
notgraduate compulsory education for
あると文部大臣が認めたものを含
variousreasons suh as school refusal
む。）を受けずに義務教育を修了しwithout permission of exception of dutyていない者で就学義務年齢を超過
of compulsory education
した者（Ⅱ−８６ ）

old（ア）就学義務がなく
who have no duty ofcompulsory
education and do
我が国の中学校等をnot graduate from lower
卒業していない者でsecondary education in Japan

Relaxing requirements for the lower secondary equivalency examination

86

Lower Secondary Equivalency Examination①②
November 2004

（Ⅱ−８７ ）

Location of the Lower Secondary Equivalency Examination

87

Field Ⅲ Japanese Social Education
Akitoshi
Akitoshi TEUCHITEUCHI（（JAPANESE
JAPANESE EDUCATIONALEDUCATIONAL SYSTEMSYSTEM && PRACTICE
PRACTICE

1
2
3
4
5
6
7
8
9

PART
PART 11））Social Education Facilities 1 (Citizen’s Public Halls)
Social Education Facilities 2 (Libraries)
Social Education Facilities 3 (Museums)
Supervisors for Social Education
Houses for Youths and Children’s Natural Houses
Social Educational Organizations
Social Correspondence Education
Social Physical Education & Life-long Sports
Cultural Centers （Private Profit Social Education Businesses）

CenterCenter forfor Research
Research on
on International
International Cooperation
Cooperation inin Educational
Educational Development
Development (CRICED)(CRICED)
University
University ofof Tsukuba,
Tsukuba, JAPAN
JAPAN
URL.
URL. http://
http://www.criced.tsukuba.ac.jp/keiei
www.criced.tsukuba.ac.jp/keiei//

Social Education Facilities 1 (Citizen’s Public Halls )■What are citizens’ public halls?
●Social education facility established by themunicipal boards of education●There are about 18 thousand in Japan●They are a regional integrated educational
facility■Officials of the citizens’ public halls●director●supervisor●clerk（Ⅲ−１ ）

1

Parallel System (Each has a management council)

Social Education Facilities 1 (Citizens’ Public Halls )（Ⅲ−２ ）

Management Council
Eastern Citizen’s Public HallManagement Council
Western Citizen’s Public HallManagement Council
Central Citizen’s Public HallManagement Council
Southern Citizen’s Public HallManagement Council
Northern Citizen’s Public Hall

Eastern region
Residents / GroupsWestern region
Residents / Groups
Central region
Residents / Groups
Southern region
Residents / Groups

Northern region
Residents / Groups

Disposition of citizens’ public halls (central – regional hall system)

2

Social Education Facilities 1 (Citizens’ Public Halls )Classifications

1990

1993

1996

1999

2002

Main Buildings

11,005

11,188

11,446

11,418

11,354

Branch Buildings

6,342

6,374

6,373

6,839

6,593

Total

17,347

17,562

17,81918,257

17,947（Ⅲ−３ ）The number of citizens’ public halls

3Social Education Facilities 1 (Citizens’ Public Halls )May 2005（Ⅲ−４ ）

July 20054

Social Education Facilities 1 (Citizens’ Public Halls )①（Ⅲ−５ ）

June 2005

5

Social Education Facilities 1 (Citizens’ Public Halls )①（Ⅲ−６ ）

Sep 2004

6Social Education Facilities 1 (Citizens’ Public Halls )①（Ⅲ−７ ）

September 20047

Social Education Facilities 2 (Libraries)■Regulation of libraries
the Library Law(issued in 1951)■Kinds and the number of libraries● public libraries

libraries of prefectures
libraries of communes● private libraries■Library specialists
librarian, librarian assistant（Ⅲ−８ ）

8

Social Education Facilities 2 (Libraries)
Classification
区分

Total
計

道e
Pr都
efectur

(区 )
市City

府県

Town
町

Village
村

Union
組合

Cor por ation

法人

1990

1,950

70

1,275

521

48

3

33

1993

2,172

66

1,392

619

59

2

34

1996

2,396

66

1,473

745

74

5

33

1999

2,592

65

1,548

856

89

3

31

2002

2,742

64

1,616

927

99

8

28

Main building

2,040

55

947

904

99

7

28

Branch

702

9

669

23

−

1

−

（Ⅲ−９ ）

Number of libraries

9Social Education Facilities 2 (Libraries)
Classification
区 分

Total
計

Prefecture 市City
(区 )
都道府県

1990

13,097

1,913

9,934

1993

14,444

1,928

1996

15,754

1999
2002

Town
町

Village
村

Union
組
合

Corporation
法人

1,073

24

10

143

10,890

1,442

48

3

133

1,934

11,706

1,906

68

14

126

16,118

1,922

11,776

2,228

90

8

94

16,291(1,685)

1,899
(21)

11,805
(633)

2,378
(862)

94
(137)

18
(15)

97
(17)

Directors

1,417
(897)

54
(5)

1,053
(341)

287
(468)

10
(70)

2
(6)

11
(7)

Librarians

7,317
(168)

1,090
(9)

5,013
(56)

1,123
(92)

45
(8)

5
(-)

41
(3)

Assistantlibrarians

253
(12)

17
(-)

188
(3)

45
(7)

2
(2)

(-)

1
(-)

Others

7,304
(608)

738
(7)

5,551
(233)

923
(295)

37
(57)

11
(9)

44
(7)

Note) they are numbers of full-time staffs. Numbers inside () are of parttime staffs and not included as full-time staffs（Ⅲ−１０ ）

Number of staff

10Social Education Facilities 2 (Libraries)（Ⅲ−１１ ）

July 200411

Social Education Facilities 2 (Libraries)

July 2004（Ⅲ−１２ ）

July 2004

12

Social Education Facilities 2 (Libraries)（Ⅲ−１３ ）

Jul, 200413

Social Education Facilities 2 (Libraries)②③（Ⅲ−１４ ）①
Jul, 200414

Social Education Facilities 3 (Museums)■ Regulation of museums
regulation of “museum” by the museum law(issued in 1951)
In this facility, the aim is to collect information about history,art, folk, industry, natural science, etc., and to keep and preserve
them, then to exhibit them for use by the public under educational
considerations. Museums perform projects that are necessary foreducation, investigation, recreation and so on.

■ Kinds of museums●public museums●private museums■Museum specialists●technical staff of museums（Ⅲ−１５ ）

15

Social Education Facilities 3 (Museums)
Classification
区分

National
国

Public
公 立

Private

1990

799

28

−ii

387

384

1993

861

28

−ii

423

410

1996

985

29

−ii

518

438

1999

1,045

26

−ii

549

470

2002

1,117

21

10

608

478

141

−ii

−ii

−ii

−ii

102

−ii

−ii

−ii

−ii

382

−ii

−ii

−ii

−ii

Gallery

381

−ii

−ii

−ii

−ii

Others

111

−ii

−ii

−ii

−ii

Comprehensiv
e Museum
ScienceMuseumHistory
Museum（Ⅲ−１６ ）

Total
計

Independentadministrative
institution

Number of museums

16

Social Education Facilities 3 (Museums)
Category
区 分

Total
Total

National
国

Independent独立administrativ
行政法人
e institution

Public
公 立

Private
私 立

1990

8,995

314

−Ii

4,202

4,479

1993

9,944

320

−Ii

4,841

4,783

1996

10,674

334

−Ii

5,474

4,866

1999

10,934

352

−Ii

5,522

5,060

2002

11,428(1,412)

158
(43)

448
(24)

5,888
(500)

4,934
(845)

Curator

549
(282)

4
(17)

7
(3)

296
(115)

242
(147)

2,904
(235)

20
(10)

56
(-)

2,039
(104)

789
(121)

309
(20)

1
(3)

2
(-)

83
(1)

223
(16)

7,666
(875)

133
(13)

383
(21)

3,470
(280)

3,680
(561)

T echnical Staff
of Museum
Assistant
T echnical Staff
Other Staffs

Note: The number means full-time staff numbers. The number in parenthesis is concurrent staff number.
（Ⅲ−１７ ）The number of museum staff

17

Social Education Facilities 3 (Museums)（Ⅲ−１８ ）

Jul, 200418

Social Education Facilities 3 (Museums)②①

Jul, 2004③（Ⅲ−１９ ）

19

Social Education Facilities 3 (Museums)②③①（Ⅲ−２０ ）

20

Social Education Facilities 3 (Museums)（Ⅲ−２１ ）

July 200421

Supervisors for Social Education■Legal evidence of supervisors for social education
Social Education Law
Chapter 2 (2 to 6 in Article 9)■Duties of supervisors for social education
1.Formulating, planning and programming of subjects
2.Supplying learning information and counseling
3.Supporting organization of study groups
4.Role of adjusting（Ⅲ−２２ ）

22

Supervisors for Social Education
Classification
区分

社 会Supervisors
教育主事
Total

Sent social

supervisors
社 Assistant会教育
主事補

Prefecture

Municipal

Total

Prefecture

Municipal

派遣社会
education
教育主事
supervisors

1990

4173

870

3303

457

31

426

1645

1993

3983

792

3191

431

34

397

1623

1996

4000

785

3215

454

49

405

1643

1999

3599

740

2859

340

33

307

1326

2002

3279
(653)

756
(14)

2523
(639)

264
(87)

46
(-)

218
(87)

1056

Note) these are numbers of full-time supervisors. Numbers in () are those of part-timesupervisors and not included as full-time staff（Ⅲ−２３ ）

Number of Supervisors and Assistant Supervisors for Social Education23

Supervisors for Social Education（Ⅲ−２４ ）

July 200424

Houses for Youths & Children’s Natural Houses■Objectives of national houses for youths
To nurture youth’s health through group lodging training■Objectives of national children’s natural houses
To nurture children’s health through group lodging training in
nature■2 types of establishers: national and local autonomous bodies■2 types of functions: lodging type and non-lodging type(houses for youths only)（Ⅲ−２５ ）

25

Houses for Youths & Children’s Natural Houses
Classifications

区 分

Total

計

Children’s
少年自然
Natural
House
の家

青年の家
House for
( 宿泊型
Youth )

青年の家
House
for Youth

Cultural Center for

そOthersの他

児童文化( 非宿泊型
School Children(Day Care) ) センター

1990

1,154

278

254

168

61

393

1993

1,225

294

249

162

71

449

1996

1,319

304

248

161

99

507

1999

1,263

311

229

176

75

472

2002

1,307

326

223

171

105

482

Prefectures

213

106

78

5

−ii

24

Cities or Wards

735

162

91

119

94

269

Towns andVillages

346

53

47

47

11

188

Associations

13

5

7

−ii

−ii

1

Note: National House for Youth, National Children’s Natural House and Private institutions are not included.

（Ⅲ−２６ ）The number of youth educational institutions

26

Houses for Youths & Children’s Natural Houses（Ⅲ−２７ ）

July 200427

Houses for Youths & Children’s Natural Houses

Lunch RoomWork Shop Room

July 2004（Ⅲ−２８ ）

28

Houses for Youths & Children’s Natural Houses①②③
July 2004（Ⅲ−２９ ）

29

Social Educational Organizations■What Social Educational Organizations Are（Social Education Law Article. 10）
Social organizations are both corporate bodies and noncorporate ones that do not come under official control and that aim toprovide services related to social education■Typical Social Educational Organizations :● Boy Scouts, Girl Scouts, Boys Sports Clubs● Youth Associations● Regional Women’s Associations● PTAs● Cultural Associations● Sports Associations（Ⅲ−３０ ）

30

Social Educational Organizations

④

⑤

①
②

③

⑥

（Ⅲ−３１ ）

Activities of youth associations

31

Social Educational Organizations①②③（Ⅲ−３２ ）④⑤

32

Social Educational Organizations

①

③

②

④

⑤
（Ⅲ−３３ ）In the farm village environment improvement center, July 200533

Social Correspondence Education■What is social correspondence education?
（Social Education Law article 50）
Under the law, “correspondence education” is education carried out undera regular educational plan sending teaching materials and supplementarymaterials to the students by using the correspondence method. Based onthese materials, problem solving, correction and transfer of instructions,questions and answers are conducted. This educational method is calledsocial correspondence education.

■Methods of correspondence
Mail, Fax, Computer correspondence, broadcast, etc.
■Social correspondence educational associations
Schools, corporations、other private associations（Ⅲ−３４ ）34

Social Correspondence Education

Ministry of Education, Culture, Sports, Science and Technology

MEXT④approval② report③inquiry①Applying for
approval

Association（Ⅲ−３５ ）

Council

The approval system of social correspondence education

35

Social Correspondence Education①（Ⅲ−３６ ）In a university’s lecture room, November 2004②

36

Social Physical Education & Life-long Sports■Basic Plan on Promotion of Sports(Report of the Health and Physical Education Council, September 13, 2000）
The Developmental Plan of A Sports Promotive Measure
１．The consolidated plan of the local environment supportingachievement of a life-long sports society
２．The synthetic improvement plan for Japan’s international
competitive ability
３．The plan to promote cooperation among life-long sports,
competitive sport and Physical Education■Institutions and people who encourage local sports
１．Japan Amateur Sports Association
２．Integrated local sport clubs
３．Physical education advisors（Ⅲ−３７ ）37

Social Physical Education & Life-long Sports

①

②

④

③
④

（Ⅲ−３８ ）⑤⑤

38

Social Physical Education & Life-long Sports（Ⅲ−３９ ）

July 200439

Social Physical Education & Life-long Sports

①

③

②

④

Boys and Girls Judo Tournament July, 2004
（Ⅲ−４０ ）

July 200440

Cultural Centers （Private Profit Social Education Businesses）■What is a private profit social education business?
■Types of private profit social education businesses■Relationship between private profit social
education businesses and public social education（Ⅲ−４１ ）

41

Cultural Centers （Private Profit Social Education Businesses）
The
Thecircumstances
circumstancessupporting
supportingexpansion
expansionofof
privateprivateprofit
profitsocialsocialeducation
educationbusinesses
businesses
Although
Althoughthere
therehave
havebeen
beengreat
greatincreases
increasesininthe
thenumbers
numbersofofboards
boardsofofeducation,
education,
citizens’
citizens’public
publichalls
hallsandandsocialsocialphysicalphysicaleducational
educationalfacilities,
facilities,ininterms
termsofof
percentages
percentagesofofthe
thetotal
totalnumber
numberofofworks,
works,eacheachisisbelow
below10%.
10%.
①① Boards
Boardsofofeducation
educationkeep
keepincreasing
increasingtoto18,000
18,000(17,000(17,000up
upcompared
comparedtotoprevious
previousperiod)
period)②② Citizens’
Citizens’public
publichalls
hallskeep
keepincreasing
increasingtoto6,500
6,500 (4,000(4,000up)
up)③③ Social
Socialphysicalphysicaleducational
educationalfacilities
facilitiesincreased
increasedtoto6,600
6,600 (2,000(2,000up)
up)
④
④ The
Thelargest
largestproportion
proportionofofthe
thetotal
totalnumber
numberisisthetheboards
boardsofofeducation
education(9.1%),(9.1%),
followedfollowedby
bysocialsocialphysicalphysicaleducational
educationalfacilities
facilities(4.0%),(4.0%),
andandthenthencitizens’
citizens’public
publichalls
halls(1.3%).
(1.3%).

（Ⅲ−４２ ）

Cooperative work of private profit social education businesses and citizens’ public halls

42

Cultural Centers （Private Profit Social Education Businesses）①③（Ⅲ−４３ ）②④
2005年7月⑤

43

Field Ⅳ Organization & Implementation of Curriculum
NorikoNoriko KIMURAKIMURA--IIDA
IIDA(JAPANESE(JAPANESE EDUCATIONALEDUCATIONAL SYSTEMSYSTEM && PRACTICE
PRACTICE
12(1) Outline
Total Structure of Curriculum
Process of Curriculum Development34(2) Organization of Curriculums
Educational Objectives and Curriculum
Curriculums and Courses of Study

5
6
7
8
9

(3) Implementation of Curriculums
Organization of Units and Study Materials
Lesson Plans
Evaluation of StudyClass and Curriculum Evaluations
Forms of Guidance

10
11
12
13
14
15
16

(4) Examples of Curriculum Activities
Subjects in Elementary Schools
Moral Education
Special Activities 1 (Class Activities)
Special Activities 2 (Students Council)
Special Activities 3 (Club Activities)
The Period of Integrated Study
Club Activities

PART
PART 2)2)

CenterCenter forfor Research
Research on
on International
International Cooperation
Cooperation inin Educational
Educational Development
Development (CRICED)(CRICED)
University
University ofof Tsukuba,
Tsukuba, JAPAN
JAPAN
URL.
URL. http://
http://www.criced.tsukuba.ac.jp/keiei
www.criced.tsukuba.ac.jp/keiei//

Total Structure of Curriculums■Curriculums＝The holistic educational framework■The concrete items of curriculums
1．The concrete educational contents
2．Subjects or extra curriculums
3．Requirements or selective subjects
4．Teaching materials
5．The number of school hours
6．The types of teaching method（ Ⅳ−１ ）

1

Total Structure of Curriculums
Educational
Objectives

Educational
Contents

Curriculum

Period ofintegrated
study

Specialactivities

Moral

Subjects

Non-subjects

Teaching Methods（ Ⅳ−２ ）

Relationship between educational objectives/ educational contents and curriculums/ teaching methods

2

Total Structure of Curriculums
Standard curriculum provided nationally（ The Course of Study )↓Local standard curriculums provided by
the prefectural boards of education andthe municipal boards of education↓
School’s curriculum（yearly guidance plan）↓↑
Guidance plan for each grade leveland field, subject↓↑
Guidance plan for a semester↓↑
Guidance plan for a month↓↑
Guidance plan for a week, unit↓↑
Guidance plan for a day↓↑

Current Guidance plan （Lesson plan）（ Ⅳ−３ ）

3

Total Structure of Curriculums(2005)(Year Guideline Plan List for Art)

（ Ⅳ−４ ）

Year guideline plan list – lower secondly school -4Process of Curriculum Development■ Curriculum development= The continuous activity of improvement
through evaluations of curriculums■ The rising tendency＝SBCD(School-based Curriculum Development)（ Ⅳ−５ ）

5

Process of Curriculum Development

Plan(Formation)

Implementation(Teaching & Guidance)

Evaluation

Improvement（ Ⅳ−６ ）

6

Process of Curriculum Development
Educational
Educational objectives
objectives andand purposes
purposes

ChoiceChoice ofof study
study experience
experience

ChoiceChoice ofof contents
contents

Improvement

Organizing
Organizingstudy
studyexperience
experienceand
andcontents
contents

Evaluation
Evaluation（ Ⅳ−７ ）

7

Process of Curriculum Development

Osaka

Ikeda low er secondary school

company

community,

Connection withgradesto the degree ofadvancement crossInstruction according

education

Specially supported

education

Vocational

education/career

School refusal・

student guidance

New subject

Information sciencescienceTechnology andJapanese education

English education

and university

secondary school

Connection of upper

schoolConnection of lower

and upper secondary

secondary school

Connection ofelementary and lower

elementary school

Name of school

Connection oflocationkindergarten andthemes○Elementary school attached toHy ogodepartment of education of○univ ersity
Six -y ear secondary school
National

Naraattached to department of literature○○of univ ersity
Yamaguchi

Kagaw aKindergarten attached to Departmentof Education of univ ersity○

Takamatsu elementary school○

Kindergarten attached to Department
Miy azakiof Education and Culture of

○

○

○

○

○

○

○

Univ ersity
Toky oPrivatePublicToky o（ Ⅳ−８ ）

Dainihino elementary school
Akiruno Gakuen school for
handicapped○

Niigata

Mitsuke school for handicapped○

Ishikaw a

Yoneizumi elementary school

Aichi

Issiki Seibu elementary school

Mie○

Yokkaichi Kita upper secondary○

schoolOsaka

Akasaka elementary school

Hy ogoKaw achi elementary school

Kagaw aNaojima elementary school

Kochi

Tano kindergarten

Hiroshima○

Ow ari upper secondary school

○

○

○

○

○

○

○

○

○

○

○

Case of development of curricula ~development research school~8

Educational Objectives & Curriculums■ Educational Objectives of Schools
1. School objectives
2. Grade objectives
3. Class objectives
4. Objectives of individual students（ Ⅳ−９ ）

9

Educational Objectives & Curriculums
Educational objectives
Constitutions of Japan
Fundamental Law of Education

Demands from the day, societies, local communities and the home

Educational objectives of Board of Education

School's educational objectives
Schoolʼs objectives
Gradeʼs objectives
Classʼs objectives
Individual objectives of students
Development of annual guidance plan and individual guidance plan
（ Ⅳ−１０ ）10

Educational Objectives & Curriculums■ School Objectives“To nurture students to be cheerful and healthy, withfertile intelligence and humanity”■ Grade Objectives“To nurture students to be healthy, think well and to bethoughtful”(2nd grade)■ Class Objectives“To say hello cheerfully and be kind to other people in daily
actions”（ Ⅳ−１１ ）Example of school educational objectives

11

Educational Objectives & Curriculums

6th grade November 2004

（ Ⅳ−１２ ）2nd grade December 2003

Picture of ‘class objectives’12Curriculums & Courses of Study■ Objectives of Curriculums according to the course of
study (1998)① To nurture humanity and social consciousness and to inculcate anawareness of being a Japanese person living in the international society② To nurture the ability to learn and educate oneself③ To develop a settled foundation / basic understandings for children, toenrich education so that it promotes individuality among students, and todevelop educational activities that provide children with wide latitude④ To promote education with distinctive features and to create schools withcurricular emphasis, imagination and originality(Course of study = National standard of curriculum by a country)（ Ⅳ−１３ ）13

Curriculums & Courses of StudyEducational contents selected carefullyCreation of “the period of integrated study”
Correspondence with internationalizationand spread of the information age
Reduction of the hours of class sessions（ Ⅳ−１４ ）Characteristics of the present courses of study

14

Curriculums & Courses of StudyClassification
Japanese
Language

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

272

280

114

155

235
70
150
70

235
85
150
90

180
90
150
95

175
100
150
95

102
68

105
70

60

60

50

50

68

70

60

60

50

50

60

55

Social Studies
Arithmetic
Science
Lives

Class
Hours of
Each
Subject

Music
Drawings andHandcrafts
Home
Economics
Physical
Education
Moral

90
34

90
35

90
35

90
35

90
35

90
35

SpecialActivities

34

35

35

35

35

35

840

105
910

105
945

110
945

110
945

The period of
integrated study

Total class hours

782(Diagram from Enforcement Regulation of School Education Law, 1998)（ Ⅳ−１５ ）Range by grade level in class hours of curriculum (elementary schools)

15Curriculums & Courses of Study①②③④⑤（ Ⅳ−１６ ）The courses of study for each educational stage

16

Organization of Units & Study Materials■The unit ＝ The unity of subjects■Instructions for the organization of units
1.Defining objectives of the units
2. Arrangement of units that
corresponds to students
3. Considerations based on the actual
conditions of schools or local
communities, events, etc.

（ Ⅳ−１７ ）17

Organization of Units & Study Materials
Research on
Teacherteaching
materials

Guidance(Assistance)

Teaching
Materials

Students
Learning（ Ⅳ−１８ ）Research on teaching materials ~ elements that make-up a Class ~18

Organization of Units & Study Materials
Unit Standpoint
1

Numeralsstructure

Aims of guidance
To investigate integers and new numbers to beable to play cards

Devices for guidance
Guide by using cards. Cards are mixed ofintegers and decimals
Learning through games (memory)
Devices of cards① cards inidicate unit decimals and number ofunits② cards indicate number as how many 0.1's
there areLearning through games (number games)

2,3Composition

To be able to play "memory" by investigating
cards

4、5

Size

To be able to play games based on size of anumber by investigating cards

Devices of cards

6

Order

To be able to play "sevens" by understanding
rules of numbers

Learning through games (sevens)

78

Calculation(addition)① cards indicate numbers as box diagram② cards indicate numbers on number line
Using cards2 used in "size"

To be able to play games with calculating total of Learning through games (number games)
cards which they win
Using cards used in "composition"

Calculatoin

To be able to play games with thinking who wins Learning through games (number games)(subtraction) how much
Using cards used in "composition"（ Ⅳ−１９ ）Example of unit structure lists ①

19

Organization of Units & Study Materials
International
Understanding

Information

Environment

WelfarePeopleNature○Meeting with people（36）・friends at schools for handicapped・being friendly with elderly◎

・let's enjoy exercizes○Foreign countries（18)
・Let's come in touchwith English
・Let's know foreign
Grade lives

3
（105）

○lodging learning（12）

◎

○

○

◎

○Let's touch computers（7）・Let's write a letter to home◎

・Producing work with omputer

Kids' Theater（22）Let's make academic festival successful（10）（ Ⅳ−２０ ）The figure of a unit structure for the period of integrated study

◎

○

20

Lesson Plans■Process of making study lesson
plans
1．Define guidance purpose
2．Focus on the points of lesson contents
3．Unit structure
4．Make study lesson plan

（ Ⅳ−２１ ）21

Lesson Plans■Example of a lesson plan
●Whole structure of a class●Intentions and contents of a class●Results of research of teaching materials●Planning in advance●Checking gaps after a class（ Ⅳ−２２ ）22

Lesson Plans○○科学習指導案
指導者
１．日時・場所：○月○日○曜日
２．対象学級：○年○組

第○時限目

○○○○

○○教室

（男子○名、女子○名）

３．単元名：
４．単元設定の理由：（児童・生徒の実態、教材観、指導観）
５．単元の目標：
６．展開の大要（指導計画）

総時数○時間(1)○ ○ ○ に つ い て ・ ・ ・ ・ ○ 時 間(2)○ ○ ○ に つ い て ・ ・ ・ ・ ○ 時 間 ・ ・ ・ （ 本 時 ）(3)○ ○ ○ に つ い て ・ ・ ・ ・ ○ 時 間
７．本時の目標（主眼）
８．本時の指導上の留意点
９．本時の展開（指導過程）
段階（時間）

学習のねらいと活動内容

指導上の留意点

評価

10． 評 価 の 観 点（ Ⅳ−２３ ）How to make lesson plans ① 〜Example of a lesson plan format〜23Lesson Plans（ Ⅳ−２４ ）Example of a lesson Plan

24

Evaluation of Study■ Evaluation of students●Guidelines= Records which need to be prepared at school●School reports= Communication reports between school andhome●Current tendency of assessment of academic achievement= Considering evaluation based on objects(absolute evaluation) as important（ Ⅳ−２５ ）25

Evaluation of Study■Considerations re Absolute Evaluations that are
based on Objectives●To comprehend the situation of individual student
advancement, and the requirements to fulfill subject
objectives●Putting the evaluation on record to improve instruction
The unification of guidance and evaluation●Guidance that is based on the degree offamiliarity, tailoring and improving instructions to
individual characteristics（ Ⅳ−２６ ）26

Evaluation of Study（ Ⅳ−２７ ）Example of a Report Card27

Evaluation of Study（ Ⅳ−２８ ）

①

②

③

④

Examples of evaluation methods

28Class and Curriculum Evaluations■Class Evaluations＝Evaluation to improve class teaching andachievements●Methods
1．Students’ evaluation of classes （written descriptionof impressions, etc.）
2．Educational technology method of class analysis
3．Class seminars held by teachers（ Ⅳ−２９ ）29

Class and Curriculum Evaluations■Points for Class Evaluations① Timeliness of learner’s development② Content that meets individual differences③ Students’ sense of satisfaction and effort④ Effectiveness of teaching materials
and equipment（ Ⅳ−３０ ）30

Class and Curriculum Evaluations■Curriculum Evaluations＝Evaluation to improve curriculums■Evaluation Points① Students assessment on academic achievement② Evaluation of school curriculum development
organization③ Evaluation of relationships between communities andcurriculums④ Curriculum results and the evaluation process forthe entire school⑤ School characteristics（ Ⅳ−３１ ）31

Class and Curriculum Evaluations②①（ Ⅳ−３２ ）Class visit by teachers

1st grade, Moral, March 200532

Forms of Guidance■The prevailing forms of guidance●Frontal teaching●Group study●Individual learning■ Recent tendencies●Guidance according to the individual
needs and abilities（ Ⅳ−３３ ）33

Forms of Guidance■Class study for all students at one time
●For all students●Study same contents at same time
●Teacher’s instruction is important■Group study●Divide one class into some groups●Study how to help and cooperate in a group■Individual study●Study for each student（ Ⅳ−３４ ）34

Forms of Guidance■Recent Trends−
Individually-targeted teaching● Teaching to small numbers of students● Teaching to students grouped in termsof their abilities● Team Teaching（ Ⅳ−３５ ）35

Forms of Guidance①④

Individual teaching

Frontal teach②
Group study⑤③
Team teaching
Individual teaching of Japanese（ Ⅳ−３６ ）Class that differ in types of instruction36

Subjects in Elementary Schools（ Ⅳ−３７ ）Japanese LanguageSocial Studies：（3〜6th grade）



ArithmeticScience： （3〜6th grade）

Life skills： （1〜2nd grade）



Music



Drawing and HandcraftHome economies： （5〜6th grade）



Physical Education

37

Subjects in Elementary Schools
Subject

Objectives
To nurture ability to express Japanese appropriately and understand accurately, to improve

Japanese Language communication ability and also ability to think, creativity and sense of language in order to nurture
attitude which respects Japanese language by deepening interests in JapaneseSocial Studies

Arithmatic
Science

Life Skills
Music
Drawing &Handicrafts
Home Economics

To have understanding of social life, to nurture understanding and love for our country as well as forthe history, and to make them obtain bases of qualities as a citizen who is a builder of democratic andpeaceful country/society, who lives in international society.
Through arithmatic activities on quantity and figures, to aquire basic knowledge and skills, to nurtureability to think logically with having perspectives of daily phenomena, and to nurture attitude to apply
arithmatic management to real life by noticing its enjoyment and goodness
By doing observation and experimens with communing with nature, to nurture ability of problem solving
and love for nature, to have understanding of natural phenomena and to nurture scientific view and wayof thinking
Through practical activities and experiences, to have interests in relationships among themselves,people around them, society and nature, to make students think about themselves and their lives, andalso to make them obtain necessary customs and skills for life which becomes base of independence
Through expressing and listeing activities, to nurture love for music and sensitivity on music, tonurture basic abilities for music activities and to nurture ample sentimentThrough expressing and appreciating activities, to enable students to enjoy creation, to nurture basic
abilities for creative activities and tu nurture ample sentimentThrough practical / experimental activities on clothing / eating / living, to deepen interests in home
life, to acquire basic knowledge and skills necessary for dayily life, and to nurture practical attitude to
be creative as a member of their family

By grasping mind and body as one, through experience of appropriate sports and understanding on
Physical Education health and safety, to nurture one's nature and ability for sports, to promote maintenance of health andimprovement in physical strength, and to nurture attitude to have cheerful life

（ Ⅳ−３８ ）38

Subjects in Elementary Schools①③②（ Ⅳ−３９ ）39

Subjects in Elementary Schools①
Dec, 2003（ Ⅳ−４０ ）Science②Dec, 2003

Music

40

Subjects in Elementary Schools

Dec, 2003（ Ⅳ−４１ ）

①

③

②

④

September 2004

41

Subjects in Elementary Schools（ Ⅳ−４２ ）

①

③

②

④

42

Subjects in Elementary Schools① Researching④ Discussion（ Ⅳ−４３ ）②

Summarizing⑤ Observing
Learning activities③

Presenting⑥ Watching

43

Moral Education■

Objectives of moral education
1． Objectives of moral education
2． Objectives of moral education classes■

Contents of moral education
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（ Ⅳ−４４ ）44

Moral Education
Contents of Moral education – 4. mainly about the relations with groups and the society
4. Mainly about the relations
with 1groupsand the 2
societyGrade& Grade4. Mainly about the relations
with 3groupsand the 4
society.
Grade& Grade(1) Treat and use things for everyone with care and keeppromises and rules(1) Keep promises and follow rules of the society, and have asense of public duty(2) Know the importance to work, and work willingly(2) Love and respect parents and grandparents, help at homewillingly , and realize the happiness to be helpful for one’s family(3) Love and respect teachers, be friendly with people atschool, and make one’s life at class and school enjoyable(4) Have interests in culture and lives one’s birthplace and haveattachment to them

（ Ⅳ−４５ ）(3) Love and respect parents and grandparents, and makeenjoyable home with cooperation of everyone of family(4) Love and respect teachers and people at school and makeone’s class enjoyable with cooperation with others(5) Value culture and tradition of one’s birthplace, and havelove for the birthplace(6) Be familiar with culture and tradition of Japan, have love forthe nation, and have interests in people and culture of othercountries

45

Moral Education
Contents of Moral education – 4. mainly about the relations with groups and the society
4. Mainly about the relations with Gradegroups andsociety. 6
5 the& Grade(1) Actively participates familiar groups, be aware of one’s roles, and fulfill one’s
responsibility independently with cooperation(2) Follow laws and rules with having a sense of public duty, value rights ofoneself and others, and fulfill one’s duty willingly(3) Treat anyone fairly and equally without discriminating and having prejudice,and make efforts to realize justice(4) Understand the significance to work, realize the happiness of serving one’s
society, and do things helpful / useful for the public(5) Love and respect parents and grandparents, and do things helpful for one’s
family willingly in pursuit of their happiness.
(6) Deepen love and respect for teachers and people at school, and maketraditions of one’s school better with cooperating with others(7) Value culture and tradition of one’s birthplace and nation, know efforts ofpredecessors, and have love for the birthplace and the nation(8) Value people and culture of foreign countries, promote friendship withpeople of the world with awareness as a Japanese（ Ⅳ−４６ ）46

Moral Education

①

②

③

4th grade, January 2005④
（ Ⅳ−４７ ）⑤47

Moral Education①②③
1st grade, March 2005

（ Ⅳ−４８ ）48

Special Activities 1 (Class Activities)■ Objectives■ Contents
A. Class activities
B. Activities of students’ council
C. Club activities
D. School events（1） Ceremonial events（2） Arts festivals（3） Health and safety related eventsand athletic events（4）School excursion/ group lodging events（5） Work services and voluntary events（ Ⅳ−４９ ）Outline of special activities49Special Activities 1 (Class Activities)
A. Class Activities（1） Related to improvement and progressin classroom and school life（2） Related to adaptation to daily life andstudy, and to healthiness and safety.

（ Ⅳ−５０ ）A. Class Activities

50Special Activities 1 (Class Activities)

①

③

②

⑤
④

（ Ⅳ−５１ ）A. Class Activities⑥

51

Special Activities 1 (Class Activities)①②③（ Ⅳ−５２ ）A. Class Activities

52

Special Activities 2 (Students Council)■Activities of Student Council
To conduct activities and to discuss issues in order to enrich andimprove school life and to try to solve issues in a cooperative fashion
through operations of student councils■Types of activities of student councils
Representative committee activities
Committee activities
Activities of students' assemblies（ Ⅳ−５３ ）B. Activities of student councils

53

Special Activities 2 (Students Council)
Student council organizations

Representative committee

Each committee
・Cultural committee
・Sports committee
・Maintenance committee
・School lunch committee
・Library committee

Student meeting
・Meeting（recreation、
presentation of club activity、Presentation of grade,・Health committee

Club activity）
etc

・Broadcasting committee

・Other meeting

・Cultivation committee（welcoming grade 1 meeting、・Animal raising committee

Farewell grade 6 meeting・Newspaper committee

Whole school event）

etc（ Ⅳ−５４ ）B. Activities of student councils

etc

54

Special Activities 2 (Student Councils)①②
Nov, 2004③（ Ⅳ−５５ ）B. Activities of student councils

55

Special Activities 2 (Student Councils)①②④（ Ⅳ−５６ ）B. Activities of student councils

③

⑤

56

Special Activities 2 (Students Council)

Welcoming 4th graders(4th graders present
fruits of their dailylearning
Nov, 2004①②（ Ⅳ−５７ ）③

B. Activities of student councils④

57

Special Activities 3 (Club Activities)■Club activities＝Compulsory clubs during classsessions●Activities having no relation to grades
and classes●Activities involving studying of common interests■Club activities’ characteristics●To respect the ideas of children●To put forward children’s wishes regarding settingup activities●To work with the upper grades who act as
leaders（ Ⅳ−５８ ）C. Club activities

58Special Activities 3 (Club Activities)
ExamplesAthletics

Basketball, Badminton, Table-tennis, Baton-twirling, Dodge-ball,
Soccer, Softball, Monocycle, Baseball, Dance, Kendo, Swimming,
Track & field

Music

Brass band, Chorus, Japanese drum, Marching band

Visual Arts Handicraft, Manga, Painting, Ceramics
Drama

Drama

Science

Chemistry, Nature, Animals

Home
Ecnomics

Handicraft, Knitting, Cooking, Tea ceremony

Recreations Shogi, Igo, Game, Magic, Outdoors, Railroad, PhotographWelfareSign language, Braille, Voluntary activities

Information
Computer, Video, Internet
Technology
International International exchanges, English（ Ⅳ−５９ ）C. Club activities

59Special Activities 3 (Club Activities)①②③（ Ⅳ−６０ ）C. Club activities

60Special Activities 3 (Club Activities)①②（ Ⅳ−６１ ）③④
C. Club activities

61Special Activities 3 (Club Activities)①②（ Ⅳ−６２ ）C. Club activities

62Special Activities 3 (Club Activities)

①

②

③

（ Ⅳ−６３ ）C. Club activities

63

The Period of Integrated Study■Characteristics：“the period when children can study
beyond the regular framework of subjects byusing each school’s idea”■Aims(1) To develop and improve abilities and stature to solve problems byidentifying issues, learning, critical thinking, interpreting and acting
independently.
■Learning activities① Global and integrated subjects: international
understanding, information,environment, welfare
and health, and etc.
② Subjects based on children’s interests.
③ Subjects linked to the characteristics of individual communities
and schools（ Ⅳ−６４ ）64

The Period of Integrated Study

Each subjects

Cultivation of
the power to live

（ Ⅳ−６５ ）The period of
integrated study

The period of integrated study and individual subjects

65

The Period of Integrated Study
Aim of Period of Integrated Study （Teachers）
65.6

To accuire the way to learn and to
think

69.7
67.9
54.5

To nurture the disposition and ability
for problem solving

61.7
58.5
44.2

To enable students to think theirown way of life

32.6
37.7

To make relation with ability andknowledge accquired through eachsubject

26.4
46.6
37.7

To understand with a feeling ofreality in life the knowledge learned
at school

24.3
36.1
27.5
3.7
1.8
2.7

Others1.8

No answer plovided

4.8
3.5
0

10

20

Teachers(n＝2,137)（ Ⅳ−６６ ）30

40

Elementary School(n＝1,191)

50

60

70

80

Lower Secondary School(n＝946)

Survey on “the period of integrated study” 〜From research data〜

66The Period of Integrated Study
Reasons for liking the period of integrated study (Students)
Able to experience something which you cannot
experience regularly

72
79.4

Able to learn as much as you want according to yourown interests or questions by their way of learning

43.4
53.1

Able to talk with and do activities with students of otherclasses

48.9
51.9

Able to come in touch with history and culture of thecommunity

24.8
38.6

Able to understand that study at school is related totheir own life

12.7

Able to listen to stories by people of the community or
foreign countries, not school teachers

10.6

35.1

31.9
4.5
4.4

Others0.4
0.2

No answer provided
0

Elementary School, grade 5（n＝2,144）（ Ⅳ−６７ ）

10

20

30

40

50

60

70

80

90

Lower Secondary School, grade 2(1,781)

Survey on “the period of integrated study” 〜From research data〜

67The Period of Integrated Study②③①
October, 2004

（ Ⅳ−６８ ）Trying to recover natural environment by planting reeds at lake

68Club Activities■Extracurricular activities= Extracurricular club activities of student’s choice■ Significance of extracurricular activities= To deepen training of the mind and body and ofculture● To develop individual personalities● To nurture social and group interactional skills（ Ⅳ−６９ ）Extra curricular activities (lower and upper secondary schools)

69

Club Activities■Athletic clubs●Volleyball, basketball, soccer, tennis, baseball,swimming, mountaineering, track and field, baton twirling,
Japanese archery, judo

■Cultural clubs●Brass bands, visual arts, Japanese calligraphy, drama,chemistry, tea ceremonies, literature,
English Speaking Society, computers（ Ⅳ−７０ ）70

Club Activities（ Ⅳ−７１ ）

①

③

②

④

71

Club Activities（ Ⅳ−７２ ）

①

③

②

④

72

Club Activities（ Ⅳ−７３ ）

①

③

②

④

Computer club

Brass bands

73

Field Ⅴ Classroom Management & Guidance
Hirohumi
Hirohumi HAMADA
HAMADA(JAPANESE(JAPANESE EDUCATIONALEDUCATIONAL SYSTEMSYSTEM && PRACTICE
PRACTICE
1
2
3
4
5
6
7
8
9
10
11

PART
PART 2)
2)Classroom Management Plans
Class Objectives
Class Activities, Group Activities, Day Duty
“Class Newsletters”
Group Activities for Children of Differing Ages
Non-attendance at School (Absenteeism)
Measures for Dealing with Non-attendance at school
Visits to Children’s Homes
The School Counselor and the Counselor of
Education for Sound Mental Development
Teacher Guidance Meetings
Class Fees

CenterCenter forfor Research
Research on
on International
International Cooperation
Cooperation inin Educational
Educational Development
Development (CRICED)(CRICED)
University
University ofof Tsukuba,
Tsukuba, JAPAN
JAPAN
URL.
URL. http://
http://www.criced.tsukuba.ac.jp/keiei
www.criced.tsukuba.ac.jp/keiei//

Classroom Management Plans■What is “ classroom management ” ?
●It is guidance that home-room teachers give to their students.
●It includes both individual guidance and classroom guidance.
●It is intended to promote student human growth through interactions
within the classroom.

■What is a “ plan of classroom management ” ?
●An annual plan of classroom management madeby home-room teacher●A way to achieve goals of classroom managementof home-room teacher●All learning activities including subject instruction（Ⅴ−１ ）1

Classroom Management Plans

For individuals

For groups

Subject
instructions

Extracurricular
instructions
andguidance（Ⅴ−２ ）Classroom
management

Diagram of concept of classroom management

2Classroom Management Plans
Feature of
students
Problems thatstudents have
Objectives of year

April

May

June

・・・

Each subject
Moral
Special activities
Period ofIntegrated Study（Ⅴ−３ ）

Diagram of concept of classroom management

3Class Objectives■What are ‘Class Objectives’ ?
●An objective or motto for classroom students.
●A guide for student’s learning and in their life
●It has an important role in maintaining group orderand in motivating students to study.

（Ⅴ−４ ）

4

Class Objectives
Annual objectives ofclassroom

Educational objectivesof grade

Educational objectivesof school

Objectives of every
term

Objectives of every
month

Objectives of every week

Today’s objectives（Ⅴ−５ ）

Position and meaning of class objectives

5Class Objectives①②③（Ⅴ−６ ）Class objectives posted on the wall above blackboards

6Class Activities, Group Activities, Day Duty
■What are class activities?
zA part of “special activities” in the curriculumz“Activities of a class as a single unit that enrich and solidify the classand school, and that contribute to the development of a sound life
style.”(Excerpt from the Course of Study of elementary schools)

zProblem solving for life in schools and classes
zEmphasis on student voluntary and autonomous activities■What are class-based activities, group-based activities, and the
day duty?
zClass-based activities are made by assigning work in a class.
zGroup-based activities are organized in small groups that encourage
students’ spontaneous and autonomous activities.
zThe day duty is a role assigned to a student to lead the classroom（Ⅴ−７ ）
for the day.

7

Class Activities, Group Activities, Day Duty

Class
Activities

Activities
of a
whole
class

Voluntary /autonomous activitiesof students

Day duty

Classbased
activities
Group-based
activities= small group
activities（Ⅴ−８ ）Class activities using diverse approaches

8Class Activities, Group Activities, Day Duty①④

（Ⅴ−９ ）

②

③

⑤

⑥

⑦

Students in charge & their activities

9Class Activities, Group Activities, Day Duty

（Ⅴ−１０ ）

①

②

③

④

Group activities

10Class Activities, Group Activities, Day Duty①③（Ⅴ−１１ ）②⑤④

Daily duties & their activities

11

“Class Newsletters”■What are Class Newsletters?
●One of the communication channels between
home-room teachers and students and their parents●To inform parents re the class life of the students.
●To inform parents regarding a teacher’s way to motivate
students, to guide them, etc.
●To inform students and parents regarding a teacher’sviews concerning incidents in class, etc…

（Ⅴ−１２ ）

12

“Class Newsletters”
Classroom
Homeroom teacher

Cla
ss

New
slet
ters

Parents
Class Newsletters

Student

Student（Ⅴ−１３ ）

Group ofStudentclassroom management
policies and messagesof homeroom teacher
Working on their children
based on the policyof homeroom teacher

classroom newsletters are a tool for classroom management

13

“Class Newsletters”（Ⅴ−１４ ）

14

Class newsletter exhibited on the wall of a classroom

Group Activities for Children of Differing Ages■The conventional group activities in a school●The homeroom as a peer group of children of similar ages
●Teaching and learning from each other as equals■Promotion of group activities for differing ages
●Organizing small groups that consist of different students fromdifferent grades●Developing small groups through cleaning, school events, etc.
●Senior students become older brothers and sisters of juniors（Ⅴ−１５ ）

15

Group Activities for Children of Differing Ages

2nd
Graders
1st
Graders（Ⅴ−１６ ）

Vertically Divided Group D

3rdGraders

Vertically Divided Group C

4thGraders

Vertically Divided Group B

5thGraders

Vertically Divided Group A

6thGraders16

Group Activities for Children of Differeng Ages

①

②

③

④
（Ⅴ−１７ ）

Excursion in a various aged group⑤
November 200417

Group Activities for Children of Differing Ages

①

②

③

Planting flowers
November 2004

（Ⅴ−１８ ）

18

Group Activities for Children of Differing Ages

① ②

（Ⅴ−１９ ）

Leading by example by senior students

19Non-attendance at school (Absenteeism)■What is “Non-attendance at school”?
zTo be absent from school for a long time (MEXT
stipulates the length of absenteeism should be more than
30 days per year) and not be due to sickness and/or
economic problems.
zWhile the enrollment rate in compulsory education isalmost 100%, the rate of non-attendance (absenteeism) byschool children continues to increase.

（Ⅴ−２０ ）

20

Non-attendance at school (Absenteeism)

12
10
8
Ten
thousands 6
420

Nu mbe r o f
stu de n ts
（ ％）（Ⅴ−２１ ）

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

E l e me n tarysc h o o l

12645(0.14)

13710(0.15)

14769(0.17)

15786(0.18)

16569
(0.2)

19498
(0.24)

20765(0.26)

26017(0.34)

26047(0.35)

26373(0.36)

26511(0.36)

Lo we rse c o n darysc h o o l

54172(1.04)

58421(1.16)

60039(1.24)

61663(1.32)

65022(1.42)

74853(1.42)

84701(1.89)

101675(2.32)

104180(2.45)

107913(2.63)

112211(2.81)

Transition in the number and proportion of absentee students at
school in national, public and private school (1991-2001 school year)

21Non-attendance at school (Absenteeism)Classifications

学校生活上
の影響

意図的
Reasons for the不安など
non-attendance’s
continuation
複 合 その他

The influence Frolics or
to a school misdemeanors
lives

Lethargy

情緒的混乱
Unstablenessincludinganxiety

な許否Intentional
refusalCompoundreasons

Other

計

Total

Ratio
（％）

Problems overfriendships

632

16

192

1029

93

935

67

2863 10.8

Problems overrelationships withteachers

150

0

34

169

59

153

9

574

2.2

Low school
achievement

54

5

313

171

22

257

17

839

3.2

5

0

10

19

1

14

1

50

0.2

17

4

8

25

13

32

7

10

0.4

Not adopting toschools after
enrollment ortransference or goingon upper schools

56

3

86

940

27

221

31

764

2.3

Total

914

28

643

1752

215

1512

132

5196 19.7

The Relationships between direct triggers of non-attendance at schooland reasons for its continuation (1)22The Not adopting to club
activities
result ofschoolProblems overlife
school rules（Ⅴ−２２ ）

Non-attendance at school (Absenteeism)Classifications
区分

学校生活上
の影響

不安など
意図的
複 合
その他
Reasonsfor情緒的混乱
thenon-attendance’s
continuation
不登校状態が継続している理由
な許否

The influence Frolics or
to a school misdemean
ors
lives

Lethargy

Unstablenes
Intentionals including
refusalanxietyCompoundreasons

Other

計

Total

Ratio
（％）

The sudden change in home

44

30

469

806

39

629

151

2167

9.2

Problems over relationships
with parents
The result of

91

44

868

1,778

119

1,246

210

4,356

16.5

The variance in home

24

19

244

428

27

282

90

1,114

4.2

Subtotal

159

93

1,581

3,012

185

2,156

451

7,637

28.9

Being sick on leave

80

2

331

615

30

657

219

1,934

7.3

Other problems over the
student oneself

162

48

1,661

2,647

266

2,462

472

7,738

29.3

Subtotal

242

50

1,992

3,262

296

3,119

691

972

36.6

Other reason/ unknown

77

23

499

625

192

1,328

1,465

3,909

14.8

Total

1,392

19

4,735

8,851

888

8,115

2,439

26,414100.0

Ratio （％）

5.3

0.7

17.9

32.8

3.4

30.7

9.2

100.0

home life

The result ofstudent's
problem（Ⅴ−２３ ）The Relationships between direct triggers of non-attendance at schooland reasons for its continuation (2)23Non-attendance at school (Absenteeism)

Problems caused bylives at home

Problems caused bythemselves

Complex reasons

Problems caused bylives at school
Non-attendance at school•Not wanting to go to school•Wanting to go to school but not able to•Not going to school

Problems caused by the system
of modern public education（Ⅴ−２４ ）

Reasons for non-attendance at school / school absenteeism24Non-attendance at school (Absenteeism)①

July 2005②③（Ⅴ−２５ ）

④

⑤

⑥

25

Measures for Dealing with Non-attendance at school■Various measures inside and outside of school●Visits to children’s homes by teachers●Going to the health office instead of theclassroom●Establishment of special classrooms for nonattending (absentee) school children●Provision of school counselorsetc.

（Ⅴ−２６ ）

26

Measures for Dealing with Non-attendance at school

Effective measures on guidelines within school

Classification
区分

Number of
校数
schools

Percentage
割合 (%)(%)

1to have common understanding of all teachers on the
problem of no-attendance through trainins and case studies

3,062

9.7

2

to guide the corresponding students by school as a whole,by having many contacts to the students by all teachers

2,215

7.0

3

to guide the students by educational counseling teacher
specially

720

2.3

4

to guide the students by school nurse

1,416

4.5

5

to guide the students by school counselor, specially

1,106

3.5

6

to guide the students so that it improves friends
relationships

2,183

6.9

7

to improve the relationship with teacher through having
more contacts

2,461

7.8

8

to improve the teaching methods and to have individual
teaching so they understand more easily

1,036

3.3

9

to prepare the chances that students can do activities with
one's will in various situation

2,388

7.6

10

to guide the students by letting them to come at specialarea, such as school infirmary

1,931

6.1

（Ⅴ−２７ ）

Average

Total
計

合計割合
percentage(%)

18,51958.9

Effective measures taken by schools for students who restart going to school27

Measures for Dealing with Non-attendance at school

Connection withexternal

Approach to home

Classification
区分

Number of
校数
schools

Percentage(%)
割合 (%)

Total
計

Average
合計割合
percentage(%)

10,170

32.3

2,380

7.6

11

to call their home, or to go to meet in order toencourage the students to come schoolo

3,521

11.2

12

to have various assistance on study and life by visiting
their houses

3,675

11.7

13

to improve home life or family relationship withcooperation of guardians

2,973

9.5

14

to guide students with cooperation of counselors at
educatinoal counseling center

1,755

5.6

15

to guide students with cooperation of medicalorganizations, such as hospitals

625

2.0

16

others

374

1.2

374

1.2

31,443100.0

31,443

100.0

Total

（Ⅴ−２８ ）

Effective measures taken by schools for students who restarts going to school28

Measures for Dealing with Non-attendance at school
Improvement and devices on guidance within
schools・Mutual understanding among all teachers
・Guidance by a school nurse or a counselor
・Going to the health office instead of going to
the classroom, etc.

Communication with homes
・Picking up at the home or calling・Guidance by visiting the student homes
・Improvement of family relationships inhome life

Cooperation with other organizations（Ⅴ−２９ ）

Going to school

School29

Measures for Dealing with Non-attendance at school②
2004年2月①
2005年2月（Ⅴ−３０ ）

30

Visits to Children’s Homes■What are visits to children’s homes?
●Home-room teachers visit their students’ homes
after school in order to provide student guidance■What are objectives of visits to children’s homes?
● To build up interactions with their homes in order tohave more precise understandings regarding eachindividual student● To understand the living situation and learning
environment of students at their homes● To communicate and exchange information withchildren’s parents to improve guidance to students
who create problems at school（Ⅴ−３１ ）

31

Visits to Children’s Homes

to
Visitschildren’s
homesHome and community environment

Parents
Teacher
SchoolExchanging
information

FamilyUnderstanding
students
Student（Ⅴ−３２ ）

Understanding students by understanding their home atmosphere32

Visits to Children’s Homes①②③（Ⅴ−３３ ）

3rd grade April 2005

33

The School Counselor and the Counselor of Education for Sound Mental Development■What is a school counselor?
zSpecialists in counseling who are not teachers
are staffed to meet the increase anddiversifications of distress and negative behavior bychildrenzIn 2000 year, counselors were assigned to 2,200
elementary schools, lower secondary schools and upper
secondary schools.

■What is a counselor of education for mental
soundness?

1.They are selected from such local talent as
people who are experienced in the teaching profession
and instructors of youths associations, etc.
2. In 2000 year, there were 7,700 such counselors assigned tolower secondary schools.
（Ⅴ−３４ ）

Functions of school counselors (1)34The School Counselor and the Counselor of Education for Sound Mental Development(What is a counselor of education for mental soundness?)

3.There is no official qualification for school
counselors; School counselors are not full-time staff.
School counselors are not deployed to every
school;4. Counselor deployments are part-time, occuring
once or twice a week and for four hours a day perschool;5.School counselors provide counseling to students
in school counseling rooms;（Ⅴ−３５ ）

6.School counselors also give advice to teachers andparents.
Functions of school counselors (2)35The School Counselor and the Counselor of Education for Sound Mental Development

SchoolCooperation/
consultation
A schoolcounselor

The classroom
A teacher

Education
Consult
ation

Group ofstudents

The counseling room

（Ⅴ−３６ ）

36

The School Counselor and the Counselor of Education for Sound Mental Development

①

②

③

④
June 2005（Ⅴ−３７ ）⑤

37

Teachers’ Guidance Meetings■What is a Teacher Guidance Meeting?
z A meeting to share information at school aboutproblems on guidance in each class and individual
problems of students
z Not only involving sharing of information, teachers
also discuss methods of guidance and also
provide specific guidance and teaching using
cooperative methods（Ⅴ−３８ ）

38

Teachers’ Guidance Meetings
Guidance meeting
ClasszShare of class
information
zPromotion of anunderstanding ofstudents
zShare of guidanceplan

TeacherClass
Teacher

Individual students orgroup of students

Individual students orgroup of students

Class

Class
Teacher

Individual students orgroup of students（Ⅴ−３９ ）

Teacher

Individual students orgroup of students

Share of information about each students

39

Teachers’ Guidance Meetings（Ⅴ−４０ ）

February 200440

Class Fees
■What are class fees ?
z26th article of the Japanese Constitution, provides
that “Such compulsory education shall be free”
z4th article of the Fundamental Law of Education,
provides that “Tuition fees shall not be collected atcompulsory education schools of the state and local
autonomous bodies”(…still class fees are collected as private expenses.)（Ⅴ−４１ ）

41

Class Fees
1st Trimester
Items

(yen)

Japanese Test
Arithmatic Test
Calculus Drill Book
Kanji Drill Book
Notebook forcommunication

2nd Trimester

3rd Trimester

Items

Items

(yen)

(yen)

270 Japanese Test
270 Arithmatic Test
320 Calculus Drill Book
320 Kanji Drill Book

270 Japanese Test
270 Arithmatic Test
320 Calculus Drill Book
320 Kanji Drill Book

270
270
320
320

360 Construction paper

150 Maps

150

Science kits
500
Calligraphy Notebook
450
Paper Clay290
Examination test
300
Feed
300
Total
3380
Total of 3 quarters

Equipment

Total
6600

560

1330
Total
1890
Collecting amount per month 600(Note) 1: These are annual class fees per student of kindergarten, elementary, lower and upper secondary school
2: Public kindergarten / elementary, lower and secondary schools are considered（Ⅴ−４２ ）

Example of how expenditures in classes are spent

42Class Fees

①

②

③

④

4th grade, Feb. 2005④
（Ⅴ−４３ ）

43

Field Ⅵ School Management
Hiromichi
Hiromichi OJIMAOJIMA(JAPANESE(JAPANESE EDUCATIONALEDUCATIONAL SYSTEMSYSTEM && PRACTICE
PRACTICE
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

PART
PART 2)
2)

School Management
School Management Plan
Educational Goal of School
Curriculum Management
Teachers’ Meeting
Principal’s Duty & Competence
Principal from Private Sector
School Management Duty
Head of Department System
School Evaluation
Evaluation of Teacher
Risk Management of School
System of School Choice
School Empowerment
School Management Reform in Japan

CenterCenter forfor Research
Research on
on International
International Cooperation
Cooperation inin Educational
Educational Develo
Development
pment (CRICED)(CRICED)
University
University ofof Tsukuba,
Tsukuba, JAPAN
JAPAN
URL.
URL. http://
http://www.criced.tsukuba.ac.jp/keiei
www.criced.tsukuba.ac.jp/keiei//

School Management■School Management＝Activities to undertake educational enterprise by theschool as the professional institution.
Successive activities to achieve goal by setting
vision, strategy, and plan with management recourses(personnel, material, money, information etc.) .
●Setting of school vision and strategy●Curriculum design and implementation●Organization of personnel and material conditions●Evaluation of school performance●School improvement by PDCA (plan, do, check, action)（ Ⅵ−１ ）The role of school management1

School Management
Public educational
goal

Law

Policy priority of theprefectural board ofeducation

Policy priority of themunicipal
board of education（ Ⅵ−２ ）

Schoolmanagement
visionThe actual conditions
andthe needs of children

The needs of parents

Community needs
The prioritized goalof the year

School management framework2

School Management Plan
■ School Management Plan
＝mid and long term plan of individual school● Setting vision and strategy for school management● Setting annual school management plan such as
educational, personnel and financial plan
● Revision and evaluation of school management plan

（ Ⅵ−３ ）

3

School Management Plan
Public educational goal

Goal of school management（ Ⅵ−４ ）

Learning

Guidance

Institution andfacility

mid-termmanagement goal

mid-termmanagement goal

mid-termmanagement goal

short-term
management goal

short-term
management goal

short-term
management goal

School management plan framework4

Educational Goal of School■ Educational goal of school＝Individual school’s ideal conceptualization of children.
School formulates educational policy and plan based on it.
■ Factors affecting educational goal
● Legal educational criteria● Municipality level educational goal
● Current conditions and needs of student,
parent, teacher and local community● Local historical and environmental conditions（ Ⅵ−５ ）

5

Educational Goal of School■Elementary schools
Article 17 The purpose of elementary schooling is to provide ordinary elementary education
suited to the appropriate level of individual students’ physical and mental development.
Article 18 In elementary school education, schools should attempt to achieve the following
goals to attain the purpose of elementary schooling as defined in the preceding article.
1．To develop a spirit of understanding, cooperation, independence and autonomy concerning
human relationships based on social and life experiences in and out of school.
2．To encourage students to understand and appreciate local history, as well as present
national conditions and traditions, and to promote a spirit of international cooperation.
3．To develop basic understandings and skills regarding food and nutrition, clothing, shelter
and industry as useful and required for daily life.
4．To foster the ability to understand and to use correct Japanese as needed in daily life.
5． To foster the ability to understand, handle and participate in quality relationships asnecessary in daily life.
6． To foster the scientific ability to observe and manage natural phenomena in daily life.
7．To develop habits necessary for a healthy, safe and happy life, and to attempt to improvethe development of individual minds and bodies.
8．To develop basic understanding of and skills in music, art and literature that can help tomake life happy and enriched.

（ Ⅵ−６ ）

Educational goal of elementary school

6

Educational Goal of School■ Lower secondary schools
Article 35 The purpose of lower secondary school is to provide secondary
education suited to the appropriate stage of individual students’ physical andmental development, drawing from the basic education provided in elementary
schools.
Article 36 In lower secondary school education, schools should attempt toachieve the following goals in order to attain the purpose defined in the precedingarticle.
1．To continue the educational goals of elementary schools adapted for lower
secondary schools and to foster qualities that are necessary for individuals as
members of the Japanese nation and society
2．To develop the ability to select a future career based on adequate
knowledge regarding jobs and the qualifications needed insociety, and to inculcate attitudes that value labor and character.
3．To promote social activities in and out of school and todevelop the ability to make fair judgments and to control feelings.

（ Ⅵ−７ ）

Educational goal of lower secondary schools

7Curriculum Management■ Curriculum Management＝Design, implementation, and operation of
educational plan (curriculum) in order toachieve school educational goal
● Curriculum development● Curriculum planning● Curriculum implementation● Curriculum assessment● Improvement of Curriculum（ Ⅵ−８ ）

8

Teachers’ Meeting■Teachers’ meeting＝ An organization where teachers participate inschool decision making for individual school● Support of principal to carry out his duty
● Forming common understanding of school
management policy● Promoting information exchange and mutual
understanding among teachers● Chaired by principal（ Ⅵ−９ ）

9

Teachers’ Meeting■Enforcement Regulation of the School
Educational Law, Article 23(1) Elementary school may set teachers’
meeting to help principal better implement his
duty.
(2) Principal may chair teachers’ meeting（ Ⅵ−１０ ）Legal basis for teachers’ meeting10Teachers’ Meeting（ Ⅵ−１１ ）February 2004

11

Principal’s Duty & Competence■Principal’s Role
＝A principal takes charge of school affairs
and supervises the school staff (School
Education Law, Article 28-3)■ Duty of Principal(1) Matters regarding implementation andmanagement of education(2) Matters regarding teaching staff(3) Matters regarding student(4) Matters regarding organizational management(5) Matters regarding institution and facility(6) Matters regarding external relationship（ Ⅵ−１２ ）12

Principal’s Duty & Competence
Duty of the Board of Education

Duty of the principal・Approving the educational plan・Designing the curriculum

・Deciding holidays, length of the year and the semester

・Deciding the class starting time・Extral holidays necessary for preventing infectious
Organizational ・diCommission of school councilor
system and ・Other things about school organizational system,
curriculum curriculum, and instruction

・Making a class timetable
・Doing school events such as school trips
・Choosing supplementary readings, learning notebooks
etc.
・Deciding school organizational duties
・Deciding class teacher and subject teacher
・Selecting school councilorStudent

・Enrollment administration（organizing school year book,consulting about enrollment from other district, notification
about the school enrollment date, assigning schools,
compulsory school extension and exemption, fulfillment
demand, enrollment support

・Entrance, transfer permission, drop-outs, permission
for taking a temporary leave from school
・Making guidelines

・Children’s suspension from school・Presentation of diploma

・Making attendance book, checking attendance・Authorize completing curriculum and graduation
・Disciplinary action towards student
・Delivering the confidential report when advancing to upper
secondary school・Suspension from school for preventing infectious diseases（ Ⅵ−１３ ）Duty of principal and the board of education

13

Principal’s Duty & Competence

Duty of the Board of Education
・ Appointment and dismissal of school personnel
and other personnel management
・ Training the educational personnel
Educational
personnel

Duty of the principal
・ Planning and implementing school duty
・ Directing belonging teacher
・ Submission of opinion about personnel
management
・ Selecting part-time teacher
・ Approving teacher vacation
・ Directing teacher to a business trip

（ Ⅵ−１４ ）Duty of principal and the board of education

14

Principal’s Duty & Competence■School Education Law Article 28-3
“A principal takes charge of school affairs and supervises
the school staff ”■Examples of Tasks- design curriculum- execution of expense for travel, facility, and others- select and employ part-time teacher- offer opinion on personnel transfer of teaching staff- select school councilor（ Ⅵ−１５ ）Legal regulation concerning principal’s duty

15

Principal from Private Sector■ Principal from Private Sector＝ To employ a person who does not have teachingcertificate as principal of public elementary, lower
secondary and upper secondary schools. For example,
a person from private company may become a principal.
■ Features● school with unique curriculum and autonomous school
management● recruitment of a person who has developed management
mind, management skills, and leadership in private sector, andhas flexible ideas along with planning ability（ Ⅵ−１６ ）16

Principal from Private Sector
PeopleTypes ofappointed appointment

Period oftraining

5

Publicadvertisement

3 months

Nara

2

Publicadvertisement

1 monthOkayama2

Publicadvertisement

2 months

Hiroshima

6

Recommended byeconomic body

2~15 days

Tokushima

3

Publicadvertisement

2 months

Kagawa3

Recommended bycompany

1 monthKouchi1

Recommended bycompany

1 month

Fukuoka2

Publicadvertisement

10 months

Yokosuka

1

Publicadvertisement

5 months

3 months

Kanazawa

1

Recommended bycompany

2 weeks

2 weeks

Numadu1

Publicadvertisement

4 months

total

54

Prefecture

Peopleappointed

Types ofappointment

Period oftraining

Prefecture

Hokkaido

2

Recommended byecomomic body

3 months

Wakayama

Miyagi1

Recommended byecomomic body

3 months

Yamagata

1

Publicadvertisement

1 monthFukushima

2

Publicadvertisement

6 months

5

Recommended byecomomic body4

Recommended byecomomic body

6 months~1year
1 month2

Recommended byecomomic body

1.5 years

2

Recommended byecomomic body

1 month

3

Publicadvertisement

1 month1

Recommended byecomomic body

Osaka

3

Recommended byecomomic body

Hyogo

1

Recommended byecomomic bodyTokyo
Saitama
Kanagawa
Gifu
Mie
Kyoto

（ Ⅵ−１７ ）3 months

Number of principals recruited from private sector

17

School Management Duty
■ School organization＝ Process of assigning a range of duty and responsibility toteachers to manage school duties. A organizational chart showing theallotment of management duties is made in most schools, but themanner of division varies.

■ Range of school duties● Matters regarding educational content● Matters regarding student● Matters regarding teacher● Matters regarding institution and facility● Matters regarding school budget and finance● Matters regarding communication and negotiation with outsiders● Matters regarding other aspects relating to school management（ Ⅵ−１８ ）School management duties

18

School Management Duty
Schoolcouncilor

Principal

ＰＴＡ

vice
vice
principal
principal

AlumniTeachers’Teachers’
meeting
meeting
Departments
SectionSchoolaffairs section

Guidance
sectionCareer guidance
sectionAdministrative
section19（ Ⅵ−１９ ） Organization chart of allotment of school management duties

Head of Department System■ Head of department system＝The purpose is to arrange the school organization to be appropriate forharmonious school management. It was established when the enforcement
regulation of the School Education Law was amended in 1975.

■ Head of department system in elementary schools● Head of school affairs● Head of grade● Head of health● Head of administrative department■ Head of department system in lower secondary schools● Head of school affairs● Head of grade● Head of health● Head of administrative department● Head of guidance● Head of career guidance（ Ⅵ−２０ ）20

Head of Department System
Article 22.3 Head of school affairs/grade① Head of school affairs and head of grade should beplaced at elementary schools. However, this is not thecase when there are special situations② Head of school affairs and head of grade are chosenfrom regular teachers③ Head of school affairs communicates, negotiates, leads
and advises about educational plan and othereducational matters under the supervision of principal④ Head of grade communicates, negotiates, guides andadvices about educational activity of the grade under
the supervision of principal

Article 22.4 Head of health
Article 22.5 Head of administrative department
Article 22.6 Head of other departments etc.

（ Ⅵ−２１ ）Law and regulation of the head of department system

21

School Evaluation■School evaluation＝ Process of identifying problems and issues concerning
each school’s activity by evaluating the extent to which
school goal is achieved. Based on the criteria forestablishment of elementary schools that were introduced
in 2002, schools are now obliged to make efforts to conduct
self-evaluation and to make the results open to the public.
■ Aims of school evaluation● Raise the quality of education● Provide check of school management● Clarify issue and result● Improve school● Improve school accountability（ Ⅵ−２２ ）22

School Evaluation

94.8

95.6
100

88.4
Percentage of practices
（％）

90

70

76.7

69.6

80

61.8
50.6

60

48.4
37.8

50

44.3
39.6

40
30

15.9

20
10
0

Kindergarten

Elementary
school
Self-evaluation（ Ⅵ−２３ ）Lower
secondaryschoolUppersecondaryschoolSchool forblind, deaf,
handicapped

total

Outside school evaluation

School evaluation circumstances

23

School Evaluation

100

95％
97％

93％

92％

92％

Class
School events
SchoolGrade/ class School based
research/
management management
training
improvement

Student
guidance

92％

90
80
70
60
50
40
30
20
10
0

（ Ⅵ−２４ ）Items of self-evaluation24

School Evaluation
100

91％

90
73％

80

71％

67％

67％

Grade/ classmanagement

Class research/
improvement

70
60
50
40
30
20
10
0

School management

School events

Cooperation with
community/ home

Top 5 items（ Ⅵ−２５ ）Items of outside evaluation25

Evaluation of Teacher■ Efficiency Rating (of Teacher)＝ Evaluation system for public
elementary/lower secondary/upper secondary
school teacher“Law concerning the Organization andOperation of Local Educational
Administration” Article 46“The city, town and village committees shallcarry out consultation regarding prefecture
expense burdens and teaching staff
performance records under the plans of theprefecture committees, and irrespective ofregulations of the 1st clause of Article 40 ofLocal Public Service Law.”（ Ⅵ−２６ ）26

Evaluations of Teacher
Evaluation of ability
Evaluation of achievement

Self evaluation

Guidance byprincipal

Self selection of aim

Improvement ineducational activity

Self evaluation
Self reflection

・Checkingachievement of aim
・Indicating task
・Advice

Addition / Change of aim

Educational
activity・Instructional guidance・Guidance
・School management
・Others

Principal / vice-principal（ Ⅵ−２７ ）New efficiency rating system in Tokyo

27

Teacher Evaluation■ Aim of teacher evaluation● Professional development of teacher● Evaluation of teacher achievement● Improvement in treatment of teacher■ Elements of teacher evaluation● Educational activity including class● Service / work attitude● Contribution towards the team
● Contribution towards school management■ Method of teacher evaluation● Observation of teaching● Observation of daily educational activity● Observation of work attitude（ Ⅵ−２８ ）28

School Risk Management■ School risk management＝ The most important task of school risk
management is to save students’ lives● Natural disasters (earthquakes, storm and flood damage)and fires● Incidents and accidents occurring in daily educational
activity● Invalids● Incidents involving killing / injury by outsiders■ Aims of risk management● To save students’ lives, bodies and to secure safety● To maintain reliable relationships with students andparents● To make school environments safe and secure（ Ⅵ−２９ ）29

School Risk Management（１） Risk prevention・prediction（２） Approach to Prevention before it happens（３） Reaction and response when risks occur（４） Evaluation of response
and the approach to preventing recurrence（ Ⅵ−３０ ）30

School Risk Management
ent
d
i
Inc

reporting
Actions for injured
students
・first aid
・ask ambulance・hearing about incident

Action for otherstudents
・calm down unrest
・move the place・confirm the fact

Summarize information
Emergency measures

Parents of injured
students
・clear up the fact
・name of hospital
students were sent

Board of
Education・notify the fact・ask for support（ Ⅵ−３１ ）Action for student
wrongdoers
・stop their action・check if they are injured
・hearing about incident

Preserving the scene・securing no
admittance to thescene by locking

Emergency contact

Fire station
・ask ambulance(reconfirm）

Set up the headquarters to deal with
the incidents
・clear up the fact decide each role
・decide countermeasures ・record
Cooperation with boardof education

nts
e
d
cci
a
,
s

Police・notify the fact
（degree of injury,
degree ofaccident）

Parents of student
wrongdoers
・notify the fact・ask to come school・visit their homes

Emergency teachers’ meeting・share the information
・decide individual roles
Cooperation withorganizations
concerned

Cooperation with PTA
and community

Manual for emergency response

31

School Risk Management①③（ Ⅵ−３２ ）

④

②

⑤

32

System of School Choice■ School Choice system= Parents can choose whichever school theywant their children to enter, while they have had
to enter schools based on the domicile.
■ Aims● Respect child/parents’ wills for school choice andconsider their needs● Clarify educational responsibility and accountability● Encourage school evaluation● Promote creative schools with curricular emphasis andschools that maintain effective extension relationships
with their local communities（ Ⅵ−３３ ）33

System of School Choice■ Advantages● Respect of parents' desire to select schools for their children● Parents will increase their interest towards schools● Individual schools will work hard to compete with other schools● Schools will encourage release of needed information● Schools will increase their self-motivation to undertake self-reform● Reforms of public schools enhanced■ Disadvantages● There will be specific schools that are popular, and others that are not,which leads to increasing gaps between schools● Sense of solidarity between the community and school may be weak
● Parents and children will be confused because of the lack of school
choice indices● Public education may become weaker and less popular● Useless / unnecessary competition among schools（ Ⅵ−３４ ）34

School Empowerment■ School empowerment=the concept related to student achievement, teaching ability,
management ability, risk management, school identity.
the expression of the extent of activities and abilities towhich one school is seen good.
● Raise the quality of school empowerment=Building the comprehensive ability of school● The viewpoint of school empowerment is important in school
evaluation and school choice（ Ⅵ−３４ ）35

School Empowerment
Management

Teaching

School Identity
SchoolEmpowerment

Risk Management（ Ⅵ−３４ ）Student Achievement36

School Management Reform in Japan■ School management reform in Japan● Enlargement of discretion in each school● Building of within-school accountability● Managerial accountability of school● Participation of parents and community in school-Type of school management with participation● Enlargement and reinforcement of principal’s discretion and authority（ Ⅵ−３４ ）37

Field Ⅶ Cooperation between School and Local
Community
Noriaki
Noriaki MIZUMOTOMIZUMOTO(JAPANESE(JAPANESE EDUCATIONALEDUCATIONAL SYSTEMSYSTEM && PRACTICE
PRACTICE
1
2
3
4
5
6
7
8
9
10
11
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13
14
15
16
17
18

PART
PART 2)
2)

PTA
Visits to Children’s Homes
Open Class Days
Parent-Teacher Meetings
Report Cards
Communication Notebooks between Teachers and Parents
School Newsletters, Grade Newsletters, Class Newsletters
School Home Pages
Human Resources of Communities
Work Experiences
Community Learning
School Councilor System
Opening Schools to the Public
School Complex Facilities
Kodomo-kai (Children's Gathering)
Local Education Liaison Councils
110 Homes for Children
Educational Costs Paid by Parents

CenterCenter forfor Research
Research on
on International
International Cooperation
Cooperation inin Educational
Educational Development
Development (CRICED)(CRICED)
University
University ofof Tsukuba,
Tsukuba, JAPAN
JAPAN
URL.
URL. http://
http://www.criced.tsukuba.ac.jp/keiei
www.criced.tsukuba.ac.jp/keiei//

PTAs

■PTAs
＝Parent - Teacher Associations■Functions of the PTAs
１ Parents’ cooperation for school education
２ Promotion of mutual understanding
between parents and teachers
３ Workshop for parents and teachers（ Ⅶ−１ ）1

PTAs

President

Vice president

Training（ Ⅶ−２ ）

Vice president

Publicity

Accounting

Organization of ＰＴＡs

…

2

PTAs
The
TheNational
NationalPTA
PTA
Council
Council
The
TheBlock’s
Block’sCouncil
Council(9(9organizations)organizations)
The
ThePrefectural
Prefecturalor
orOrdinance-designed
Ordinance-designed
City’sCity’sPTA
PTACouncil
Council(60(60organizations)organizations)

The
TheCounty’s
County’sor
orCity’s
City’sPTA
PTACouncil
Council

PTA
PTAperperschool
school(approximately(approximately34,000
34,000organizations)organizations)（ Ⅶ−３ ）The national organization of the PTA

3

PTAs

（ Ⅶ−４ ）

Activity of a PTA (Parent Teacher Association)

September 2004

4

PTAs

（ Ⅶ−５ ）

December 2003

5

PTAs

①
②

（ Ⅶ−６ ）③

Making a map that shows dangerous zones.

September 2004

6

PTAs

①

②
（ Ⅶ−７ ）③

Lecture meeting ＆ training trip④

7

Visits to Children’s Homes■Visits to children’s homes=to visit children’s homes and talk with their parents
1 Regular visits to all children’s homes
Normally, home-room teachers visit all homesof children in their class at the beginning of theacademic year.
2 Special visits to children’s homes
Home-room teachers visit particular homes
when they need to talk with children’s parents about acertain matter.
（ Ⅶ−８ ）

8

Visits to Children’s Homes■Aims of Visits to Children’s Homes
1.
2.
3.
4.

（ Ⅶ−９ ）To understand students’ family
and community environments
To understand students’ roles in theirfamilies and communities
To ascertain parents’ educational needs
about their children
To communicate teacher’s or school’s
educational philosophy to parents

9Visits to Children’s Homes②①（ Ⅶ−１０ ）Calendar of visits to children’s homes10Visits to Children’s Homes

①

②

③
④
（ Ⅶ−１１ ）April 2005

11

Open Class Days
■ Open class days
= Visits to classes by parents and people who live in theschool vicinity
１ In general
Parents visit specific classes on specific days.
Grade meetings and class meetings can be held
after visits to classes.
２ Others
・The period of class visits: for example, one
week is set and parents are free to visit duringthat period.
・Open days are set on holidays for parents who find it
hard to visit classes during weekdays.
・Classrooms are opened not only to parents but also topeople who live in the school vicinity.
（ Ⅶ−１２ ）12

Open Class Days
■Aims of open class day
１ Parents can learn about their children’slife at school and other children in the class
２ Mutual understanding between parents andteachers is promoted■Necessity of risk management
It is necessary to be careful about risk
management during open class periods
because many outside people come to visit schools.
（ Ⅶ−１３ ）13

Open Class Days

Period 1
Period 2

Class VisitsClass Visits(in many cases, children go back home after period 2)

Period 3
Period 4（ Ⅶ−１４ ）PTA conferences or Grade meetings
Class meetings

Example of class open day schedule

14

Open Class Days②①

（ Ⅶ−１５ ）（5th grade）

February 200415

Parent-Teacher Meetings■Forms of Parent-Teacher Meetings
１ Meetings of a grade -- parents of students from a single
grade to talk informally with teachers of the grade
２ Meetings of a class – parents of students of a single class talkinformally with a home-room teacher* Meetings of a grade and of a class are usually combinedand done in on a single day
３ Individual meetings (consultation) – a parent of a student
talks informally with the home-room teacher (sometimes themeetings consist of three people, including the student)* There are two cases for individual meetings: one isintended for parents of all students of a class andplanned beforehand, and the other is intended for parentsof specific students who need special guidance and isdone separately.
（ Ⅶ−１６ ）16

Parent-Teacher Meetings■Purpose of Parent-Teacher Meetings
1 To explain school educational policies toparents by teachers
2 To convey parents’ desires to teachers
3 To discuss problems concerning grades and classes
4 To discuss educational problems and the future ofindividual children (in case of individual meetings)
5 To promote understanding and friendship between
teachers and parents and among parents（ Ⅶ−１７ ）17

Parent-Teacher Meetings（ Ⅶ−１８ ）Parent-Teacher Meeting (Parents of 5th grade)

February 2004

18

Report Cards■What are report cards ?
１ An official document from schools to parents
on which students’ class performance andattitudes are reviewed.
２ Generally, it is handed by students to theirparents at the end of school terms.
■Objectives of report cards
１ To promote parental understanding of theirchildren’s studies and school life
２ To improve parental interest in theirchildren’s education
３ To rouse a student’s zest for studying（ Ⅶ−１９ ）19

Report Cards

Subject

Evaluation

Points of evaluation

Arithmetic

First term

Interest and will to social phenomenaＡ

Thinking and judgment from the social point

Ｂ

Second term

Third term

４Techniques of utilization of materials

Ｃ

Knowledge and understanding ofsocial phenomena

Ａ

The evaluation of each subject consists of four areas: “Interest-Attitude-Will”, “ThinkingJudgment”, “Technique-Expression”, and “Knowledge-Understanding”. Each area is evaluated: A(very good), B (good) and C (poor)（ Ⅶ−２０ ）Record of studying in the report card

20

Report Cards（ Ⅶ−２１ ）Content

First
term

Fundamental daily manner○

Progress in health and physical strength△

Independency and autonomy○

Responsibility○

Creative idea○

Consideration and cooperation△

Respect and nature protection○

Volunteer work and service○

Justice and equity△

Life records

Second
Term

Third
Term

21

Report Cards③（ Ⅶ−２２ ）①②

Report Cards （the 3rd Grade）

July 200422

Communication Notebooks between Teachers & Parents
Communication Notebooks＝ Communication notebooks occur between
schools and homes. Some schools use them as“communication notebooks,” but general
notebooks or communication spaces within
student notebooks are used as well.
Teachers or students write down comments
and bring them back home, where parents checkthem. Parents may write down comments whenneeded and class teachers will checks these.

（ Ⅶ−２３ ）23

Communication Notebooks between Teachers & Parents■What to write in a communication notebook ?
1. From school to home
① Tomorrow’s schedule / announcement for a whole class② School behavior of students③ Requests for parents＊For lower grades at some elementary schools,
parents check and sign the notebooks daily
2. From home to school① Special requests (for example, when a parent wants ahome-room teacher to let their child be absent from aphysical education class because he/she is not feeling well)② Opinions relayed to home-room teachers or to schools＊Home-room teachers checks them, make comments
when needed and signs them.
（ Ⅶ−２４ ）24

Communication Notebooks between Teachers & Parents②①③（ Ⅶ−２５ ）④25Communication Notebooks between Teachers & Parents①（ Ⅶ−２６ ）(2nd grade)②
July, 2004

26

School Newsletters, Grade Newsletters, Class Newsletters■ School Newsletters, Grade Newsletters, Class
Newsletters＝Schools publish printings of various informationand publicity to children’s homes and thecommunities.
■Purpose
1. To explain school principles and to promote understandingof them by parents and people of the community.
2. To convey the desires of schools to parents
and local communities.
3. To inform the dates of school events, etc.
4. To provide information on schools and children’s school
lives.
5. To enlighten the parents and communities（ Ⅶ−２７ about）school education.

27

School Newsletters, Grade Newsletters, Class Newsletters
Kind

Responsibility

Contents

School letter

Principal or vice-Principal e.g. principle of schools, school events planand requests of school

Grade letter

Chief of gradee.g. principle and request of grade, grade events
plan and situation of grade

Class letterHome-room teacher

e.g. principle and request of classes, situation ofclasses and children’s works

Health letter

Nurse teacher

e.g. principles of schools health and transmission
requests and special knowledge about
healthSchool lunch letter

Expert in nutrition

e.g. menus of school lunch and transmissionof requests and special knowledge about

nutrition
Office work letter

ＰＴＡ letter
reportOffice work staff

PTA courte.g. communication of office work procedures
and situations of children from the view ofoffice work staff
e.g. principle of PTA, events plannes and activity of28＊It（ Ⅶ−２８） depends on school about which letters are published. Letters are periodically published usually,
but occasionally irregularly publishedSchool Newsletters, Grade Newsletters, Class Newsletters②
November 2004

Jul, 2004①

July 2004（ Ⅶ−２９ ）School letters

29

School Newsletters, Grade Newsletters, Class Newsletters①
1st grade, Dec, 2003②
2nd grade, Dec, 2003④
4th grade, Dec, 2003

（ Ⅶ−３０ ）③
3rd grade, Dec, 2003⑤
5th grade, Dec, 2003

Grade newsletters⑥
6th grade, Dec, 2003

30

School Newsletters, Grade Newsletters, Class Newsletters

①

②

③

④
3rd grade, July 2004

（ Ⅶ−３１ ）Alternative types of newsletters

31

School Newsletters, Grade Newsletters, Class Newsletters

③

①

②
⑤
④

（ Ⅶ−３２ ）Alternative types of newsletters

32

School Home Pages■Objectives of the School Home Pages
１．Dispatch of information from schools to homes, communities
and society
２．Networking through linkages
３．Conveyance of opinions, requests, and information by mail

■What information should be inserted in the school home pages?
１．Basic school information– location, number of students, classes
and educational personnel
２．School educational objectives, management policy andcharacteristics
３．Objectives and policies of each grade and class, and actual
educational activities
４．Plans of school events and their results
５．Activities of student councils and PTAs
６．Linkages– educational sites for use by students, and adjacent schools
and administrations＊There is a need to consider student privacy when their pictures are inserted.
（ Ⅶ−３３ ）33

School Home Pages（ Ⅶ−３４ ）34

Human Resources of Communities■Utilizing human resources of communities= Obtaining cooperation between people within communities in
educational activities of schools. There are school volunteers andpart-time teachers without teacher certificates.
■School volunteers
1. Support of study
2. Discussing own experiences, guidance of traditional andcultural activities
3. Interchanges with students (the aged, disabled people etc.)
4. Arrangement of school environments
5. Ensuring security inside and outside of schools■Part-time teachers without teacher certificates= Persons who do not have teacher certificates takecharge of portions of classes as part-time teachers（ Ⅶ−３５ ）35

Human Resources of Communities

Local people・
parents

RegisterBank of Human
Resources
People who want to do volunteer
works register the works which they
can do with the bank. The bank isestablished by school or autonomy.

RequestDispatch

School（ Ⅶ−３６ ）Bank of human resources and school volunteers

36

Human Resources of Communities
Year
年度

Elementary
小学校
SchoolLower
secondary
中学校
SchoolUppersecondary
高等学校
School

特殊教育
Schoolfor
handicapped
諸学校

1989

0

6

167

0

173

1994

2

232

2,068

26

2,328

1995

2

348

2,533

35

2,918

1996

6

442

3,049

40

3,537

1997

515

913

3,563

23

5,014

1998

920

1,163

4,153

44

6,280

1999

2,140

1,604

4,803

99

8,646

2000

3,711

1,874

5,886

136

11,607（ Ⅶ−３７ ）Use of system of part-time teachers lacking teachers’ certificates

Total
合計

37

Human Resources of Communities（ Ⅶ−３８ ）Observing animals and plants in the biotope (the period of integrated study, 4th grade, July 2004)

38

Human Resources of Communities（ Ⅶ−３９ ）Story telling (the period of integrated study, 6th grade, November 2004)

39

Work Experiences■Work experiences＝Students’ actual work
experiences in public organizations orcompanies, etc.
■Objectives of working experiences
１．Cultivation of a desirable view ofoccupations and work
２．Promote understanding of individual occupations
３．Realization of students’ aptitudes（ Ⅶ−４０ ）40

Work Experiences
Durationof practice
実施期間

Grade
学年

1st
Grade

1 Day

2 Days3 Days4 Days5 Days

6 DaysSchool 1,302 (1,373)

335 (262)

400 (308)

28 (21)

12 (11)15 (17)62.1 (68.9)

18.0 (13.2)

19.4 (15.5)

1.2 (1.1)

0.6 (0.5)

0.7 (0.8)

School 3,173 (3,408) 1,943 (1,474) 1,468 (1,140)

225 (189)753 (683)

53 (58)

％

2nd
Grade

41.7 (49.2)

25.5 (21.3)

19.3 (16.4)

3.0 (2.7)

9.9 (9.6)

0.7 (0.8)

School 1,043 (1,112)516 (406)

279 (191)

49 (38)33 (12)37 (23)53.3 (62.3)

26.4 (22.9)

14.3 (10.7)

2.5 (2.1)

1.7 (0.7)

1.9 (1.3)

School 5,518 (5,893) 2,794 (2,144) 2,155 (1,639)

300 (248)

798 (686)

105 (96)

2.8 (2.3)

6.8 (6.4)

0.9 (0.9)

％

3rd
Grade

％

Total
％

47.3 (55.0)

23.9 (20.0)

18.5 (15.3)* Duration of practice indicate the duration of actually experience-based activity at enterprises oroffices and does not include the time (periods) of guidance before and after the actual practice（ Ⅶ−４１ ）Situation of work practice at lower secondary schools

41

Work Experiences

Rank
among standard curriculum
教育課程等への位置付け

Type 参加形態
of involvement
Compulsory

Voluntary

School

2,024 (2,689)

1,980 (2,666)

51 (43)％
In period of integrated School

22.5 (32.2)

97.8 (99.1)

2.5 (1.6)

6,646 (4,992)

6,394 (4,823)

302 (331)％
School74.0 (59.8)

96.2 (96.6)

4.5 (6.6)

172 (196)

154 (187)

19 (34)％
School1.9 (2.3)

89.5 (95.4)

11.0 (17.3)

1,071 (1,209)

931 (1,078)

145 (171)％11.9 (14.5)

86.9 (89.2)

13.5 (14.1)

As special activity
study
In subject

During long vacation*When it applies to more than two of the ranks, all of them count towards the numbers* It only counts working experience at offices, and does not count pre- or post guidance（ Ⅶ−４２ ）Rank of work experiences among standard curriculums

42Work Experiences

①

②

③

④

2nd grade of lower secondary school students, November 2004
（ Ⅶ−４３ ）43

Community Learning
１．Learning subjects about nature, culture, industry
and history in communities
２．It is given in the class on life skills, social studies
and the period of integrated study.
３．Intention of Community learning①To deepen understanding about the communities
where schools are located;②To cultivate attachment to the communities where
schools are located;③To deepen understanding about society throughthe communities where schools are located（ Ⅶ−４４ ）44

Community Learning
The Objectives of Social Studies in the Course of Study of Elementary Schools(The 3rd and 4th grades)(1)To understand local industries, life situations and otheractivities to help people live healthily and safely.
(2)To understand local geographic environments, changes inpeople’s living and ancestor’s accomplishments in thedevelopment of the community so that students develop
pride and affection for their communities.
(3)To observe and survey social phenomena incommunities, to utilize concrete materials such as maps
and to develop student abilities to understand thecharacteristics and dynamics of the community’s social
phenomena and their inter-relationships.
（ Ⅶ−４５ ）45

Community Learning
Natural Environment /Public Facilities /Transportation of a region

Means / Organs / People
To maintain security /safetyPeople’s lives
Works and Efforts ofascendants（ Ⅶ−４６ ）Summarize / Expression

Securing Drinking Water /Electricity / Gas
Disposal of Waste

・Understanding of
the community
Visit Tour / Research

Industry of a region andPeople concerned

Objectives

・Awareness as amember of thecommunity・Pride and love forthe community
・Use of materials
and expression
・Ability to think about
the community

Social studies at elementary schools’ grades 3 and 446

Community Learning②（ Ⅶ−４７ ）①
Charcoal Burning (the period of integrated study, 4th grade, July 2004)

47

School Councilor System■School councilor system= A system under which parents and people in acommunity participate in school management
1. Method of appointment: the board of education byrecommendation of a principal
2. Role: to give opinions on school management at therequest of a principal
3. Aims
1) To ascertain intentions / opinions of parents andmembers of communities
2) To gain cooperation from parents and community
members in school education
3) To fulfill school accountability requirements（ Ⅶ−４８ ）48

School Councilor System
Number of all

学校単位Schooltypes

全公立学校数
public schools

Number

設置済
Constituted

Number（%）

設置検討中
Considering

Number（%）

Kindergarten

5,682

495 (8.7)

2,014 (35.4)

Primary

23,26011,665 (50.2)

7,404 (31.8)

Lower secondary

10,351

5,372 (51.9)

3,306 (31.9)

Upper secondary

4,136

2,706 (65.4)

719 (17.4)

Six-year secondary2

1 (50.0)0 (0.0)For handicapped931

612 (65.7)

127 (13.6)

Total

44,362

20,851 (47.0)

13,570 (30.6)
At August 1, 2002

（ Ⅶ−４９ ）The number of public schools which constituted school counselor49

School Councilor System
Parents andguardians

The rest
Alumniassociation
concerned

15.0%(14,272)

18.2%(17,361)

5.2%(4,962)Business concerned
6.9%(5,950)Total
persons

Literate

Self-government
body concerned
15.2%(14,485)

Association of social
education concerned

10.6%(10,125)

Facilities and association ofsocial welfare concerned

15.2%(14,443)

14.2%(13,544)（ Ⅶ−５０ ）Personnel composition of school counselors

50

School Councilor System（ Ⅶ−５１ ）A school councilor meeting at a principal’s room

February 2005

51

Opening Schools to the Public■Opening schools to the public＝Opening schools’ human resources andfacilities for community activities■Methods of opening schools to the public
１．Opening gyms or playgrounds
２．Utilizing libraries, special rooms, vacantrooms
３．Holding public lectures
４．Dispatching teachers to provide social
education（ Ⅶ−５２ ）52

Opening Schools to the Public
Unit: Number of（単位：教室数）
classrooms

裕教室数

Number of new
新規発生余裕vacant rooms
教室数(1993~2001)

５０，３４０７０，１７３

Number of vacant rooms
平成５年５月１日の余on May 1, 1993

Number of vacant
Number of vacant rooms on
rooms used
活用数(Ｈ５〜Ｈ
平成１４年５月１日の余May 1, 2002
(1993~2001)

１３)

裕教室数

１１６，２０５(Rateof use（活用率
96.4％）

４，３０８（Ｈ５〜Ｈ１３）

１２０，５１３

Number of vacant rooms used
余裕教室
Number of 余裕教室活用数（Ｈ５〜Ｈ１３）
vacant rooms
数
Use for school 学校施設以外への転用等
Use for other than school facilities
学校施設へ(1993~2001)
facilities(H5-H13)の活用
SchoolStorage 児童福祉Child welfare 社会福Social社会教
備蓄
education
officewelfare育施設
倉庫 施設等祉施設
facilities
office等

120,513（ Ⅶ−５３ ）116,205

113,253

2,952

816

324

Open of vacant rooms

1,081

136

その
others他
595

53

Opening Schools to the PublicOpento local
地域住民に
people開放している

Perusal and
閲覧・貸し出しlendingavailableを行っている

Number

Percentage

Number

Percentage

Number

Percentage

Number

Percentage

Number

Percentage

Primary

2,094

9.1

1,263

5.5

483

2.1

136

0.6

346

1.5

Lower secondary

587

5.7

370

3.6

105

1.0

43

0.4

82

0.8

Upper secondary

208

5.2

124

3.1

31

0.8

26

0.6

27

0.7

School for theblind
School for thedeaf
School for thehandicapped

18

−

10

−

0

−

3

−

8

−

12

−

8

−

0

−

0

−

4

−

71

−

42

−

10

−

8

−

11

−

2,990

7.6

1,817

4.6

629

1.6

216

0.5

478

1.2

Classification

Total（ Ⅶ−５４ ）

閲覧のみを
行っている

Perusal only

貸し出しのみを
Lending only
行っている

Othersその他

54

Patterns of utilization of open school libraries

Opening Schools to the Public

① ②
③ ④

（ Ⅶ−５５ ）Student Clubs (Elementary students, April 2005)

April 2005

55

School Complex Facilities■School complex facilities＝ Facilities within school compounds utilized forsocial education, culture and welfare■Intention of School Complex Facilities= Expansion of functions through cooperation
between schools and other facilities
1. To make use of other facilities in school education
2. To make use of school facilities in social education
activities
3. To facilitate cooperation between schools and otherfacilities（ Ⅶ−５６ ）56

School Complex Facilities
④
教室

教室

多目的室
視聴覚室

職員室

③

教室
教室
教室
受付

教室

②
図書館

教室

２F

①

②
（ Ⅶ−５７ ）学校のスペース
共同スペース③

Compounding between elementary school and library①④June 2005

57

School Complex Facilities
10F Consulting room ・office②③

Space for old people’s home

9F Bathroom ・restaurant

8F Home care assist center

Space for school

7F Old people’s home
6F Old people’s home
5F Old people’s home

Common space

4F Classroom・Music room
3F Classroom・Teachers’ room
2F Principal room・school office・nurse station①1F Entrance hall・information
B1①

Classroom・Cooking room
Swimming
理科室・美術室
pool・
gymnasium
木工室・図書室

Science room・art roo⑤ Woodwork room・libra
④

June
2005
④

②
（ Ⅶ−５８ ）③Compounding between lower secondary school and old people’s home⑤

58

Kodomo-kai (Children’s Gathering)■Kodomo-kai (Children‘s Gatherings)
１．Juvenile organizations which aim to civilize local
children
２．Federations of Kodomo-kai in a municipality anda prefecture
３．The National Federation of Kodomo-kai as anation wide organization■Kodomo-kai’s activities
１．Recreation
２．Voluntary works
３．Leadership workshops（ Ⅶ−５９ ）59

Kodomo-kai (Children’s Gathering)Year

Number of Kodomo-kai

Number of Members

1990

148,1317,526,558

1991

144,879

6,960,870

1993

140,8426,088,378

1995

142,227

5,512,472

1996

135,568

5,286,808

1999

132,658

4,820,478

2000

127,935

4,524,591
Children of elementary andlower secondary schools（ Ⅶ−６０ ）Number of Kodomo-kai (Childrens’ Gatherings) and number of members

60

Kodomo-kai (Children’s Gathering)（％）

Fourth grade to six grade

Classification

1995

2000

Kodomo-kai
Groups related with sports
Groups related with cultures
Youth assocation ( Boy scout & etc.)
Other groups
None

51.1
25.7
1.6
1.9
0.8
32.2

44.6
29.4
1.9
2.2
2.2
34.3
（％）

Lower secondary school（ Ⅶ−６１ ）Classification

1995

2000

Kodomo-kai
Groups related with sports
Groups related with cultures
Youth assocation ( Boy scout & etc.)
Other groups
None

7.7
5.2
1.0
1.3
0.5
84.7

6.3
8.9
1.4
1.8
1.6
81.3

Participation in Kodomo-Kai (children’s gatherings)

61

Kodomo-kai (Children’s Gathering)

①
⑥
②

③

⑦

⑧

July 2005④（ Ⅶ−６２ ）⑤

July 200562

Local Education Liaison Councils
１．Proposal
Report from the Central Council for Education “The Model for
Japanese Education in the Perspective of the Twenty-first
Century (the first report)” and ”Principle of Regional
Educational Administration in the Future”

２．Organization
Japanese educational organization is composed of schools,
school councilors, PTAs, youth associations, local enterprises
and regional organizations and associations.

３．Aims
① To make networks of regional organizations andassociations including schools;② To improve education in Japan for all society members.

４．Denomination depends on communities（ Ⅶ−６３ ）63

Local Education Liaison Councils
The
TheBoard
BoardofofEducation
Education

Local
Local Education
Education
LiaisonLiaison Council
CouncilSchools
Schools（ Ⅶ−６４ ）SchoolSchoolcouncilors
councilors

PTAs
PTAs

Youth
Youth
associations
associations

Other
Other
institutions
institutionsoror
organizationsorganizations

64

Local Education Liaison Councils■Osaka local education liaison council＜Establishment＞●in order to rebuild integrated education in cooperation with schools, homes and communities, local
people discuss educational problems in communities. The council promotes cooperative efforts incommunities to create a core educational community. Each lower secondary school has this council.

＜Committee＞●staff members in elementary schools and lower secondary schools, kindergartens, daycare centers,
educational schools for handicapped children, PTAs, youth training associations, welfare liaison councils,
autonomous meetings, children nursing groups, NPOs, enterprises and the Civil Service.

＜Content of activity＞●function to activate community education
consciousness and enlightenment to create educational communities
support for home education
plan and practice of children’s activities and health care●function as information center●function to coordinate
coordinate with schools, community and children’s homes
cooperative promotion between schools and communities,
promote cooperation system about practicing experience-based activities such as working
experiences, promotion of employment of local people at schools（ Ⅶ−６５ ）65

Local Education Liaison Councils①②③（ Ⅶ−６６ ）An Example of Local Education Liaison Activities66

110 Homes for Children■What are 110 Homes for Children?
1. To protect children who feel danger or ask for help,
and to report to the police
2. Private houses along streets to schools,
convenience stores, and post offices cooperate as「110 Homes for Children」
3. 「110 Homes for Children 」 are indicated byposted plates or by flying special flags（ Ⅶ−６７ ）67

110 Homes for Children■If children run in●Let children enter the house and calm down
●Ask them what happened, when it happened
and where it happened●Ask them about any suspicious characters■Informing police●Protect children until police arrive●Provide police with information（ Ⅶ−６８ ）Action steps taken at 110 Homes for children

68110 Homes for Children
An Information from Police Office to Parents 2004

（ Ⅶ−６９ ）National police agency crime-prevention textbook

69

110 Homes for Children

①

②

③

④
（ Ⅶ−７０ ）70

Educational Costs Paid by Parents■Educational Costs Paid by Parents
Although compulsory education is free, parents incur
various expenditures.

■What kinds of expenditure are incurred:
1. Expenditures for school lunch
2. Expenditures for school events (school trips, excursions, etc)
3. Expenditures for teaching materials other than textbooks
and stationery
4. Expenditures for experiments and training materials.
5. Expenses on school supplies and expenditures fortransportation（ Ⅶ−７１ ）71

Educational Costs Paid by Parents
Local
education costs¥１，０２７，６７８¥９２３，５６６Elementary school¥53,446＋Expenditure
for school lunch¥39,302¥１９９，５２８Out-of-school activities（ Ⅶ−７２ ）Lower secondary school

Householdexpenses¥129,082＋
Expenditure forschool lunch¥34,015¥２７４，３２１Out-of-school activities

Educational costs per child (2002)

72

Educational Costs Paid by Parents
幼稚園
区
分
Classification

Kindergarten
Primaryschool公 立
公 立Elementary School
School Education
School Education
Fees Fees
Tuition Fees

C
o
n
t
e
n
t
s

TuitionExcursion, school trip
Class, students' council
PTA
Other fees to school
Donation
Textbooks
Stationery, experiments
Extra-curricular activities
To commute
School uniform
Materials for attendance
Others（ Ⅶ−７3 ）

小学校

中学校
Lower

高 Upper
等学校

secondary
公 立
schoolsecondary
公 立
school (fulltime)

124,11253,448129,082

339,444

73,863
3,033
3,479
5,668
3,314
362
1,596
8,172
546
3,609
3,420
10,142
6,908

−ii
6,174
4,343
2,987
1,321
31
1,631
16,657
2,224
1,196
3,088
10,366
3,430−ii
26,656
4,915
3,936
5,195
157
4,025
20,63025,011
5,802
18,9789,638
4,139

110,71032,437
11,598
7,131
19,799325
18,46818,086
41,39041,354
22,418
10,422
5,306

Details of school educational fees paid by parents

73

Educational Costs Paid by Parents②①（ Ⅶ−７4 ）Collection of class expenditures

4th grade, February 2005

74

Field Ⅷ Teacher’s Qualification・Training・Appointment
Hiromichi
Hiromichi OJIMAOJIMA(JAPANESE(JAPANESE EDUCATIONALEDUCATIONAL SYSTEMSYSTEM && PRACTICE
PRACTICE
1
2
3
4
5
6
7
8
9
10
11
12

PART
PART 2)2)

Teacher’s Professionalism and Qualification
Pre-service Training of Teacher
Equivalency Examination for Teacher’s Qualification
Appointment of Teacher
In-service Training
In-service Training within School
Training of School Leader
Teacher’s SalaryPunishment for Teacher
Training of Younger Teacher
Training of Middle Teacher
Training of Principal and the Role of Graduate School

CenterCenter forfor Research
Research on
on International
International Cooperation
Cooperation inin Educational
Educational Develo
Development
pment (CRICED)(CRICED)
University
University ofof Tsukuba,
Tsukuba, JAPAN
JAPAN
URL.
URL. http://
http://www.criced.tsukuba.ac.jp/keiei
www.criced.tsukuba.ac.jp/keiei//

Teacher’s Professionalism and Qualification■ Professionalism of Teacher● Teaching is a profession or semi-profession based
upon teaching of subject and provision of teaching tochildren aimed at enhancing their understanding● Elements of teaching ability
・・・professional knowledge, instructional ability,
research ability, ability to understand children, selfrealization as a teacher, team ability■ To strengthen professionalism of teacher● Teacher’s certificate as qualification for teacher● Improvement in professionalism and training / research● Systematization of training■ Evaluation of teacher● Improvement of teacher’s ability through evaluation● Training by evaluation（ Ⅷ−１ ）

1

Teacher’s Professionalism and Qualification■ Normal certificate (nation wide)■ Special certificate■ Extraordinary certificate● Law for Licensing Educational Personnel
Article 3 Teachers must hold the appropriate certificate given by this law.
２ Instructors need certification corresponding to the certificate which each school
teacher has.
Article 4 Certificates comprise normal certificates, special certificates and extraordinary
certificates.
２ Normal certificates are certificates that corresponded to each kind of school (except six
year secondary schools).
３ Special certificates are certificates that correspond to each kind of school (except six year
secondary schools and kindergartens).
４ Extraordinary certificates are certificates for associate teachers of each kind of school andassociate school nurses.
Article 5 Normal certificates are given to persons who have standard qualifications. The
persons must also have credits in the nurse teacher training organization of the universitythat the Ministry of Education specifies, or must pass the educational staff requirements.
２ Special licenses are given to persons who pass the educational staff requirements.
However, they are not given to persons who fall under one of the preceding clauses.
５ Only when persons who usually have a license cannot be employed, temporary certificatesare given to persons who pass the educational staff requirements and who don’t comeunder one of other clauses.
（ Ⅷ−２ ）

Types of teacher’s certificate

2Teacher’s Professionalism and Qualification■ Participation of civilians in school education
Participation of civilians, who have knowledge, experience and technicalskills in various fields, in school education is significant in making
schools more open to the public. This also diversifies and revitalizes
school education. For this purpose, the system of special certificate
and the system of special part-time teacher were introduced■ Subjects that can be taught by civilians● elementary / lower secondary schools ・・・all subjects● upper secondary schools ・・・individual subjects, part of subject areas(judo, Japanese fencing, information technology, architecture, interior,
design, information science, accounting)● special education schools ・・・schools for blind, upper secondary(scientific therapy, music), schools for deaf, upper secondary(hairdressing, special arts and crafts), schools for blind, deaf and otherhandicapped (independent activities)■ System of special part-time teacher● Special part-time teachers take charge of parts of subject areas, andcivilians without teachers' certificates can be appointed throughnotification by prefectural boards of education. Previously, they needed
to have teachers' certificates（ Ⅷ−３ ）

Special Certificates3Teacher’s Professionalism and Qualification
Master’s
degree＋Classes related to subject

8Classes related to teaching
Bachelor’s
degree＋41

Classes related to subject or teaching

8
Semi-bachelor’s
degree
＋

4

41
31

34
(credits)

10

Advanced classType 1
certification
certification（ Ⅷ−４ ）

2
Type 2certification

The kinds of normal certificates4Pre-service Training of Teacher■ Principles of pre-service training of teacher
Pre-service training of teacher at university● Open system●■ Curriculum focused on training practical teaching ability■ Curriculum focused on teaching subject■ Pre-service training linked to teacher’s appointment andtraining（ Ⅷ−５ ）

5

Pre-service Training of Teacher
1st column

2nd column

3rd column
Minimum required credits at university

Type of qualificaiton,certification

Teachers ofelementary
schoolTeachers oflower
secondaryschoolTeachers of higher
secondary school

Teachers ofkindargarten（ Ⅷ−６ ）

Basic qualificatinClass related Class related Class related tosubject or
to subject
to teachingteaching

SpecialType 1to have master's degree
to have bachelor's degree

8
8

41
41

34
10

Type 2to have semi-bachelor's degree
defined in the Article 69, 2-7, of the
School Education Law

4

31

2

Specialto have master's degree

20

31

32

Type 1to have bachelor's degree

20

31

8

Type 2to have semi-bachelor's degree
defined in the Article 69, 2-7, of the
School Education Law

10

21

4

Specialto have master's degree

20

23

40

Type 1to have bachelor's degree

20

23

16

Specialto have master's degree

6

35

34

Type 1to have bachelor's degree

6

35

10

Type 2to have semi-bachelor's degree
defined in the Article 69, 2-7, of the
School Education Law

427

Required credits 1

Class related
to special
education

6Pre-service Training of Teacher
1st column
Type of qualification, certification

Teachers ofschool for blind,school for deaf,
and school for
handicapped
other than blindand deaf（ Ⅷ−７ ）

2nd column

3rd column

Basic qualification

Minimum required credits at university
Class
Class
Class
Class
relatedtorelated torelated to related to subject or
specialsubject teaching teachingeducation

Specialcertification

to have master's degree and tohave regular teaching certificationof elementary, lower and upper
secondary school or kindergarten

34

41

8

47

Type 1to have bachelor's degree and tohave regular teaching certificationof elementary, lower and upper
secondary school or kindergarten

10

41

8

23

Type 2to have regular teachingcertification of elementary, lower
and upper secondary school orkindergarten

2

31

4

13

Required credits 2

7

Pre-service Training of Teacher
14000
12000
10000
8000
6000
4000
2000

9000
9100

3600 2700 2200 1800
9100 7300 6300 5800 5000 4300

2500 2100 2100 2100 2500 2700 2600 2800 3200 2900 2900

1900 2300

3300 3600 3600

01989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

Permanent Employment（ Ⅷ−９ ）

Tempolary Employment

The status of teachers’ employment

8

Pre-service Training of Teacher

①

⑥

②

③
（ Ⅷ−8 ）④⑤

Teaching practice (lower secondary school)9Equivalency Examination for Teacher Qualification■ Aim● To ascertain if individuals have adequate qualification and ability to teach in fields
where pre-service training at university is not enough, and to grant normal
certification to those who pass the examination■ Institutions to carry out the examination● Depending on the types of normal certification, the minister of education, culture,
sports, science and technology, or universities carry out the examination at therequest of the minister■ Types of the examination● Equivalency for qualification of teacher for elementary schools● Equivalency for qualification of teacher for upper secondary schools● Equivalency for qualification of teacher for schools for special education■ Method of examination● Written, oral or practical examination on personality, academic ability and practice（ Ⅷ−１０ ）10Equivalency Examination for Teacher’s Qualification■ Requirement for taking examination
Equivalency examination for qualification for teacher of elementary
schools① Persons who attended university (or college) for more than 2 years, andhave more than 62 credits; graduates from colleges of technology; or persons
who have equivalent qualifications to the persons mentioned before.
② Persons who is are 20 years old or older and have adequate qualifications toenter university● Equivalency examinations for qualifications for teachers of upper
secondary schools① Persons have graduated from university (except for junior college)② Persons who are 22 years old or more and have adequate
qualifications to enter university●■ The number of people passing the final examination in 2004.
・Elementary school：169 people（11.8 times）
・Special education：51 people（6.5 times）
・Upper secondary school：24 people（14.7 times）（ Ⅷ−１１ ）Outline of Equivalency Examination for elementary school teachers’
qualification system 1

11Equivalency Examination for Teacher’s Qualification■ First examination■［1] Foundation of teaching (multiple choice by hand writing)Special questions about foundation of teaching such as educational theory, educational
psychology, special activities, guidance and etc.
[2] All subjects in elementary school（multiple choice by hand writing）
the method of instruction for each subject in elementary school and contents ofstandard subjects.
[3] General cultural studies （ multiple choice by hand writing ）＊Those who have exemption qualifications are exempt from.
questions about the humanities, social science, natural science and foreign language (English)■ Second examination■（In the case of elementary school qualification）● Concerning specific subjects（hand writing）
Special questions about each subject in elementary school（choose 1 subject from 9 subjects to take an exam)● Practicalmusic, art, gymnastics＊from the 3 subjects above, choose 2 subjects which are taken first examination■ Final examination■
Special questions about the practice of teaching for elementary school teachers.
（ Ⅷ−１２ ）Outline of Equivalency Examination for elementary school
teachers’ qualification system 2

12Appointment of Teacher■ Those who have the authority to appoint teachers＝The prefectural board of education.

■ Appointment of teacher● Appointment● Promotion● Selection■ Employment of teacher● Examination for employment of teacher● Training for 1st year teacher● Employment with condition（ Ⅷ−１３ ）13

Appointment of Teacher

Prefecture

Confidential
reportMunicipality
Establisher of public
elementary andlower secondary
schoolOffice supervisor

Opinion reportof principal

Attach opinionof principal

Appointment (decision on appointment anddismissal, official reprimand, salary)（ Ⅷ−１４ ）The system of teaching staff by prefectural funds

Teachersatatelementaryelementaryand
andlowerlower
Teachers
schools,
for the handicappedschools
for schools
the handicapped
establishedestablishedby municipalby municipal

Teacher’s salary (at the expense of prefecture and the state in half)14

In-service Training■ In-service training (research)● Education and research● Research of teaching material■ In-service training system● Law for the special regulations concerning educational public servants● Systematization of training■ Varieties of training● Independent training● In-service training within individual schools● Administrative training● Training by civil education bodies● Dispatch secondment to university and graduate school■ Evaluation of teacher● Improvement of qualification and ability through evaluation● Training by evaluation（ Ⅷ−１５ ）15

In-service Training（ Ⅷ−１６ ）

①

②

③

④

Institutions for teacher training

16

In-service Training■ Basic training● Training depending on experience as a teacher● Training depending on ability of teacher■ Special training● Training on subjects● Training corresponding to educational issues■ Training support● Administrative training, long-term training● Dispatch training● Sabbatical system to study at graduate school（ Ⅷ−１７ ）Types and systems of In-service training17

In-service Training■ Law for the Special Regulations Concerning Educational Public Servants
Article 21 educational officers should study and improve their character to achieve theoptimum potential of their own occupations.
Article 22 educational officers must be given the chance to receive training.
２ teachers can receive training at places separate from their working places throughapproval if there is no problem for their classes.
３ according to rules decided by persons who have the right to appoint and dismiss,educational officers can receive training for long periods while keeping their jobs.
Article 23 the authorities to appoint and dismiss teachers in public schools must givepractical training to teachers that is necessary to achieve teaching standards for one
year from the date the teachers are first employed.(initial training for new teachers)
Article 24 the authorities to appoint and dismiss teachers in public schools must give“refresher training” to teachers who have held their teaching jobs for 10 years in orderto improve their abilities as teachers.

（ Ⅷ−１８ ）Laws concerning the in-service training for teachers18In-service Training

①

②

③

④

Off-campus training（ Ⅷ−１９ ）19

In-service Training①（ Ⅷ−２０ ）②

In-service training on subjects (outside the school)20

In-service Training

In-service training: teachers of elementary, lower and upper secondary schools, and November 2004
（ Ⅷ−２１ ）schools for handicapped other than blind and deaf21

In-service Training（ Ⅷ−２２ ）

①

②

③

④

22

In-service Training within School■ Aims of in-service training within one’s own school● Dealing with issues in the process of managing educational planning (curriculum)● Dealing with educational issues of school● Improving teaching ability and instructional ability of teacher■ Methods of in-service training within one's own school● Class research● Research consultation / discussion● Obserbation visits to other schools, private companies■ Management of in-service training within one's own school● Training committee● Heads of training / research● Evaluation of training（ Ⅷ−２３ ）23

In-service Training within School
Educational goal of schoolChild'sconditions

The subject of researchand training

Needs in parents
and communities

Improvement of education andmanagement of school

Learning
and lives ofchildren（ Ⅷ−２４ ）Teaching
ability ofteachers

Requests ofeducational
reform

Improvementof schoolorganization

Issues inschoolmanagement

The chart of the concept of In-service training within one’s own school24

In-service Training within School■In-service training within as Japanese school culture● Improvement of teacher’s instructional ability● Training of younger teacher● Solving educational issues of school● Improvement of school empowerment■ Features of in-service training within school● Class research● Mutual observation of classes● Criticizing classes■ Training based on evaluation（ Ⅷ−２５ ）25

In-service Training within School①（ Ⅷ−２６ ）②

Research workshop on instruction26

In-service Training within School①②（ Ⅷ−２７ ）Support training

November 200427

In-service Training within School②（ Ⅷ−２８ ）①
November 2003

28

Training of School Leader■ School leader● Principal, vice-principal (narrow sense)● Principal, vice-principal, head of department, head of
administrative department, specialist-type leader (widesense)● Principal, vice-principal, head of department, head of
administrative department, specialist-type leader,supervisor, superintendent (widest sense)■ Aims of training of school leader● To change a principal as from an educational specialist
to a manager of educational enterprise● To train management and leadership ability● To train the integrated ability for school management（ Ⅷ−２９ ）29

Training of School Leader■ Content of training
●
●
●
●
●
●
●
●
●
●
●

Contemporary educational thought and school management
Formation of vision and strategy of school management
School management plan
Curriculum management
Staff management
Security and risk management of school
Finance and administrative affairs of school
School evaluation
Organizational theory of school
Development of local community relationship
Law and administration of education■ Forms of training
●
●
●
●
●
（ Ⅷ−３０ ）LecturePracticeRole playing
Case study
Training at private company

Case of training content

30Training of School Leader（ Ⅷ−３１ ）Training for new principals (elementary school)

November 200431

Teacher’s Salary■ Law on teacher’s salary● Compulsory educational expenses under the state
liability system● The system of teaching staff by prefectural funds● Salary special-measures law (amount of teachingprofession adjustments)● The talented-people search law (preferential
treatment of teacher salary)● The industrial education allowance law（ Ⅷ−３２ ）32

Teacher’s Salary(Ministry of Education, Culture, Sports, Science and Technology)

MEXT
Half of the expense ofteacher’s salary by the State〈 Salary of teacher of public schools 〉

prefecture
Personnel
committee

Law on teacher’s salary of schools
established by municipalities
In order to minimize the inequality
in educational environment due tounequal financing capacities, teacher’ssalary is borne by prefectures

Board of
Education

Teaching
Staff（ Ⅷ−３３ ）Publicschools

The system of public school teacher’s salary33

Teacher’s Salary
Types
SalarySalary related to the State

Adjustment in salaryContents (national standard)
Provide according to the list ofsalaryProvide the fixed amountrange of provision

Base laws
Special Law on Education public
servant Article 13
Same as above

Adjustment cost ofteaching

Special law on salaries of education
Provide 4% of the monthly salary
workers for public compulsory
education school

Special salary forteachers of school ofcompulsory education

It sets for regulations.

Special law on securing educational
personnel in compulsory education
school to improve its quality

It sets for regulations.

Law on teachers' salaries at public
upper secondary school for industrial
education

Salaries for technicaleducation
Provide to teachers at upper
secondary school of industorial
education, with more than 1/2
hours are on practice（ Ⅷ−３４ ）Same as above

Teachers’ salaries and allowances 1

34

Teacher’s Salary
Types
Salary for part-timecorrespondence
education

Special salaries

Salary paid by the State

Salary for working at
school in remote area

（ Ⅷ−３５ ）Contents (national standards)
It sets for regulations.

Base laws
Law on Promoting Part-time Education at Upper
Secondary School and Correspondence
Education

Provide the amount according to the degree of
remoteness within the range of 25% of the monthly salary Law on Promoting Education in Remote Areas(including adjustment amount of teaching)
Range of provision

Teachers working at schools in remote areas
・ emegerncy work under school control（ 3000〜
6400yen / day）
・ going on the school trip（ 1700yen / day）
Salary for special ・ guidance on out-of-school sports events（ 1700yen /
works
day）
・ guidance on clud activities（ 1200yen/day）

Regulations of the National Personnel Authority

・ work related to entrance examination（ 900yen / day）
Salary for
Provide 200 yen per day when a teacher is appointed
educational duties,
as head of department and does that job
guidance

Same as above

Salaries for taking
charge of students
of more than 1
grade

Same as above

Provide 290 yen(2 classes) or 350 yen (3 classes)
when a teacher takes charge of the class formed by
students of more than 1 grade

Teachers’ salaries and allowances 2

35

Punishment for Teacher■ Dismissal＝ Punishments given to persons who aren’t suitable for teaching (such as
people who have mental or physical troubles, who have poor working habit
and achievement, and who lack qualification) in order to secure improved
management efficiency■ Disciplinary action＝ Punishments given by the authorities to appointment to those who violate
teachers’ service obligation, in order to secure discipline and order in working
relationship■ Status and disciplinary action→ Violation of moral responsibilities by teacher = disciplinary action→ Punishment through disadvantageous change in teachers’ status when
they are unable to fulfil responsibility = status disposition（ Ⅷ−３６ ）36

Punishment for Teacher■ Disciplinary actions● Contents of punishment
・warning ・pay reduction ・suspension from work ・dismissal● Reasons for punishment（Local civil service law Art.29.1）
・illegal action・dereliction of duty, default of duty
・delinquency● Punishment ＝the authorities to appoint■ Dismissal● Contents of punishment（ Local civil service law Art.27.2）
・dismissal ・demotion ・layoff ・pay reduction● Reasons for dismissal, demotion（ Local civil service law Art.28.1）
・ when working records aren’t good・ not being able to work because of mental or physical problems
・ other cases where the person lacks appropriate qualifications necessary for
their educational jobs
・ reorganization of staff or quorums, or cases that occur
because of reduced educational budget（ Ⅷ−３７ ）Reasons and contents of punishments

37

Punishment for Teacher
Types of dismissal punishment
Prefecture

Date

Demotion Dismissal

Gunma 2003. 2. 3
Chiba 2002. 12. 22
Tokyo 2002. 4. 1
Tokyo 2002. 4. 1
Tokyo 2002. 4. 5
Tokyo 2002 4. 10
Tokyo 2002. 4. 17
Tokyo 2002. 7. 15
Tokyo 2002. 7. 16
Tokyo 2002. 7. 17
Tokyo 2002. 7. 18
Tokyo 2002. 10. 3
Tokyo 2002. 10. 18
Tokyo 2003. 3. 18
Kanagawa

2002. 4. 1

Kanagawa

2002. 5. 30

Kanagawa

2002. 12. 27

Kanagawa

2003. 2. 7

（ Ⅷ−３８ ）Suspention
Prosecuted
Others

1
1
14
3
1
1
1
2
3
1
3
1
1
1
20
1
1
1

Pay
reduction

Total

Reasons

1 Prostitution of children
1 End of the 8-year suspention period due to disease
14 Going to a foreign country with family
3 Leave of absense for research
1 Leave of absense for research
1 Dispatch for international exchange fund
1 Absense due to private reason
2 Dispatch for Japan Overseas Cooperation Volunteers
3 Dispatch for Japan Overseas Cooperation Volunteers
1 Dispatch for Japan Overseas Cooperation Volunteers
3 Dispatch for Japan Overseas Cooperation Volunteers
1 Absense without notification
1 Leave of absense for research
1 Violation of Law on Children's Welfare
20 Leave of absense for research
1 Poor working results
1 Act of obscenity
1 Poor working results

Examples of punishment through dismissal 1

38

Punishment for Teacher
Types of dismissal punishment
Prefecture

Date

Toyama2002. 4. 1

Demotion

Dismissal

Suspention
Prosecuted Others

1
1

Shizuoka 2002. 4. 27

1Shizuoka 2002. 9. 1
Mie

2002. 10. 1

Mie

2003. 2. 7

Kyoto

2002. 10. 23

Kyoto

2003. 3. 31

Osaka

2002. 4. 1

Osaka

2002. 8. 1

Osaka

2002. 8. 29

Osaka

2002. 9. 1

Hyogo

2002. 4. 1

Hyogo

2002. 4. 1

Hyogo

2002. 7. 20

Hyogo

2002. 8. 28

Hyogo

2002. 9. 1

1
1
1
42

Wakayama 2002. 11. 11

Shimane 2003. 2. 28（ Ⅷ−３９ ）

1

1
4
3
13
2
1
1
1
1

Pay
reduction

Reasons

Total

1
1
1
1
1
1
1
42
1
1
4
3
13
2
1
1
1
1

Going to a foreign country with family
Theft
Leave of absense for research
Professional negligency resulted in death
Poor working result
Absense without notification for long period of time

Poor working result
Leave of absense for research
Poor working result
Leave of absense for research
Leave of absense for research
Going to a foreign country with family
Leave of absense for research
Leave of absense for research
Leave of absense for research
Leave of absense for research
Intimidation using internet
Act of obscenity

Examples of punishment through dismissal 2

39

Punishment for Teacher
Types of dismissal punishment

Prefectures/ cities

Date

Demotion Dismissal

Okayama 2002. 4.

Suspention
Prosecuted
Others3

1

2002. 12. 26

Okinawa

2002. 9.

Okinawa

2003. 11. 25

Sapporo2002. 8. 27

Chiba

2002. 8. 30

1
1

2003. 3. 13

Total（ Ⅷ−４０ ）

1

1
1
13

13 Leave of absense for research
1 Physical / mental disease

1
3

10

Accident resulted in injury or death due to driving under the influence

1 Lack of appropriation
1 Collision accident due to driving under the influence

Yokohama 2002 4. 1

Osaka

Reasons

1 Violation of compulsory help in accident
3 Leave of absense for research

3

1

Total

3 Leave of absense for research
1 Absense without notification

1

Tokushima 2002. 8. 19

Miyazaki

Pay
reduction

9

137

0

159

Examples of punishment through dismissal 340

Training of Younger Teacher■ Training for 1st year teacher● Aims of developing younger teacher’s ability
・Training practical ability to teach・Building basis of teaching style
・Building basis of research style・Raising awareness and sense of mission as teacher● Aims of training for 1st year teacher
・To train the practical ability of teaching
・To acquire broad knowledge● Means of training for 1st year teacher
・Practical training necessary for work during 1 year since
employment (60 days a year)
・In-service training by mentor teacher, outside school training at
training centre and welfare facility
・Disposition of mentor teacher
・Status of 1st year teacher
・During 1st year is conditioned employment

41

Training of Middle Teacher■ Training of teacher with 10 years of teaching experience● Aims of developing middle teacher
・Training practical ability of teaching with strong individual skills
・Building of teaching style adequate for one's status

・Raising awareness and training ability as middle
・Building of research skill● Objective of training of teacher with 10 years of experience
・Training by the authorities to appoint, in order to improve qualification andability of teacher corresponding to individual ability with 10 years of teachingexperience● Method of training of teacher with 10 years of experience
・Training within and outside one's school for 40 days in one year
・Setting training tasks and plans based on the lead and advice of principal● Change in the concept of teacher’s training
・Training based on evaluation42

Training of Principal and the Role of Graduate School■ Change in the ideal concept of principal● From administrator of school to manager of educational
expertise● Educational specialist + management specialist■ Principal as high level specialist● Comprehensive ability for school management● Management and leadership ability● School Leadership■ Training at graduate school● Establishment of graduate school for school leader● Joint training by university and board of education

43

Field Ⅸ Japanese School Life & Culture
Yokuo
Yokuo MURATA,MURATA, Ryoichi
Ryoichi KAMADAKAMADA(JAPANESE(JAPANESE EDUCATIONALEDUCATIONAL SYSTEMSYSTEM && PRACTICE
PRACTICE

PART
PART 3)
3)

1 School Events
2 The Typical Day of a Teacher
3 The Typical Day of a Student
4 Japanese School Life

CenterCenter forfor Research
Research on
on International
International Cooperation
Cooperation inin Educational
Educational Development
Development (CRICED)(CRICED)
University
University ofof Tsukuba,
Tsukuba, JAPAN
JAPAN
URL.
URL. http://
http://www.criced.tsukuba.ac.jp/keiei
www.criced.tsukuba.ac.jp/keiei//

School Events
1 (Items List)
2 Entrance Ceremonies
3 Opening Ceremonies
4 Morning Assemblies
5 School Excursions(“Ensoku”)
6 Sports Day 1
7 Sports Day 2
8 Marathon Races
9 Overnight Trips Involving
Outdoor Study（ Ⅸ−１ ）

10 School Excursions(“Shugaku-Ryoko”)
11 Medical Check-ups
12 Disaster Drills
13 Music Festivals
14 Closing Ceremonies
15 Graduation Ceremonies

1Entrance Ceremonies①④④ April 2005①②③ April 2004②
（ Ⅸ−２ ）③
Elementary school entrance ceremony2

Sep. 2004

（ Ⅸ−３ ）

Opening Ceremonies

①

②

③

④

1-6th grade, September 20043

Morning Assemblies（ Ⅸ−４ ）

1-6th grade, July 2004

4

School Excursions (“Ensoku”)
①

②

⑦

④

⑤

⑥

⑨

⑧

⑩
（ Ⅸ−５ ）③⑪⑫
4th grade, May 2005

5

Sports Day 1（ Ⅸ−６ ）

①

②

③

④

September 2004

6

Sports Day 2（ Ⅸ−７ ）

①

②

③

④

September 2004

7

Marathon Races（ Ⅸ−８ ）

①

②

③

④

⑤

November 20048

Overnight Trips Involving Outdoor Study①③（ Ⅸ−９ ）②④⑤
5th grade, July 2004

9

School Excursions (“Shugaku-Ryoko”)②①④（ Ⅸ−１０ ）③⑤⑥
6th grade, November 200410

Medical Check-ups①②

November 2004③
（ Ⅸ−１１ ）11Disaster Drills

①

②

⑤

③

④

①②③④ Evacuation practice assuming an earthquake, September 2004
（ Ⅸ−１２ ）⑤1st grade, July 200412

Music Festivals（ Ⅸ−１３ ）5th grade in City music hall, Oct, 2004

13

Closing Ceremonies
1-6th grade, Jul, 2004②①
（ Ⅸ−１４ ）14

Graduation Ceremonies

①

③

② ④

（ Ⅸ−１５ ）March 2005

15

The Typical Day of a Teacher
Daily schedule of an elementary school

16 (List of activities)
17 Morning Meetings
18 Preparation for Class
19 Teaching Classes
20 Skills to Teach
21 Recesses
22 School Lunch 1
23 School Lunch 2
24 Cleaning Time
25 Meeting before Going Back Home
26 Teachers’ Rooms
27 Teacher’s Desks in Classrooms
28 Instructions to Students

8:10
8:20
8:30

Mon.

10:40

12:15
13:05
13:25
13:45

Wed.

Thu.

Morning time to work on drill

Fri.

Attendanceof teachers
Attendanceof students

Morning meeting (15 mins)

8:45

10:20

Tue.

Period 1 (45 mins)
Period 2 (45 mins)

Recesses (20 mins)
Period 3 (45 mins)
Period 4 (45 mins)

Lunch
Cleaning
Afternoon break
Period 5 (45 mins)

14:30
14:35

Meeting before going back (5 mins)
Period 6 (45 ins)

Committee /club activities

15:20（ Ⅸ−１６ ）16

Morning Meetings

①

②

③

⑤

⑥

④

（ Ⅸ−１７ ）17

Preparation for Class①②
4th grade, Science, December 2003
（ Ⅸ−１８ ）18

Teaching Classes①②（ Ⅸ−１９ ）19Skills to Teach①③（ Ⅸ−２０ ）②④

20

Recesses①
3rd grade, December 2003

（ Ⅸ−２１ ）②
July 200421

School Lunch 1①②
1st grade, December 2003

（ Ⅸ−２２ ）6th grade, December 2003

22

School Lunch 2②①

1st grade, December 2003

6th grade, December 2003③
（ Ⅸ−２３ ）1st grade, July 2004

23

Cleaning Time①②

1st grade December 2003

（ Ⅸ−２４ ）24

Meetings before Going Back Home①

6th grade, December 2003②
（ Ⅸ−２５ ）1st grade, December 2003③

25

Teachers’ Rooms

① ②
③ ④

（ Ⅸ−２６ ）26

Teachers’ Desks in Classrooms

①

②

④
③
（ Ⅸ−２７ ）27

Instructions to Students①②（ Ⅸ−２８ ）③

28The Typical Day of a Student
Daily schedule of an elementary school

29 (List of Activities)
30 Going to School in a Group
31 Morning Meetings
32 Class-based Activities
33 Before Class
34 Class Hour
35 Recesses 1
36 Recesses 2
37 Recesses 3
38 Playing
39 Before and After Lunch
40 Teachers’ Room
41 Meeting before Going Back Home42 Getting out of School
43 After School
8:10
8:20
8:30

Mon.

10:40

12:15
13:05
13:25
13:45

Wed.

Thu.

Morning time to work on drill

Fri.

Attendanceof teachers
Attendanceof students

Morning meeting (15 mins)

8:45

10:20

Tue.

Period 1 (45 mins)
Period 2 (45 mins)

Recesses (20 mins)
Period 3 (45 mins)
Period 4 (45 mins)

Lunch
Cleaning
Afternoon break
Period 5 (45 mins)

14:30
14:35

Meeting before going back (5 mins)
Period 6 (45 ins)

Committee /club activities

15:20（ Ⅸ−２９ ）29

Going to School in a Group①③（ Ⅸ−３０ ）

④

②

⑤

30

Morning Meetings①③（ Ⅸ−３１ ）

②

④

⑤

31

Class-based Activities①②

4th grade, February 2005③
（ Ⅸ−３２ ）32

Before Class①（ Ⅸ−３３ ）②33

Class Hour

（ Ⅸ−３４ ）

①

②

③

④

34

Recesses 1①（ Ⅸ−３５ ）②

35

Recesses 2①（ Ⅸ−３６ ）②

36

Recesses 3①②③（ Ⅸ−３７ ）37

Playing①③（ Ⅸ−３８ ）

②

④

⑤

38

Before & After Lunch

Before lunch①②

After lunch③（ Ⅸ−３９ ）④39

Teachers’ Room①②③
（ Ⅸ−４０ ）40

Meeting before Going Back Home

（ Ⅸ−４１ ）

①

②

③

④

41

Getting out of School①②③（ Ⅸ−４２ ）42

After School①②③
Juku (supplementary private school/cram school)④
Juvenile sport club
（ Ⅸ−４３ ）43

Japanese School Life
44 (List of Items)
58 Notices and Posters 1
45 Greetings
59 Notices and Posters 2
46 Collective Discipline (Line-up)
60 Notices and Posters 3
47 Name, Name Card
61 Nurse’s Offices
48 Preparing and Clearing Up
62 Co-education
49 School Lunch Bags
63 Health Education
50 Keeping Records
64 Students’ Preferences
51 Collective Discipline (Indoor Shoes) 65 Uniforms
52 Lunch Time66 School Emblems
53 Cooperative Work during
and School Songs
School Lunch Periods
67 Testimonials
54 School Lunch Menus
68 National Flag, Clocks
55 Cooperative Work
69 Memorial for Graduation
70 Assistant English Teacher
for Cleaning
71 Notices and Posters 456 Places Needing Cleaning
72 Teachers’ Study
57 Keeping Animals, Growing Plants（ Ⅸ−４４ ）44

Greetings①②④（ Ⅸ−４５ ）③⑤

45

Collective Discipline (Line-up)

① ②
③ ④

（ Ⅸ−４６ ）46

Name, Name Card

① ②
③ ④

（ Ⅸ−４７ ）47

Preparing & Clearing Up（ Ⅸ−４８ ）

①

②

③

④

48

School Lunch Bags

①

④

②

（ Ⅸ−４９ ）③49

Keeping Records①②④（ Ⅸ−５０ ）③50Collective Discipline (Indoor Shoes)

③

②

①

②

④
（ Ⅸ−５１ ）⑤

51

Lunch Time①③②
（ Ⅸ−５２ ）52

Cooperative Work during School Lunch Periods
Students who are turn of school lunch①
1st grade, July 2004②
3rd grade, July 2004③
6th grade, December 2003④
1st grade, July 2004

Other students①③

1st grade, December 2003

1st grade, July 2004②
（ Ⅸ−５３ ）1st grade, December 2003④
1st grade, December 2003

53

School Lunch Menus②①④（ Ⅸ−５４ ）③⑤

54

Cooperative Work for Cleaning①②

1st grade, July 2004

（ Ⅸ−５５ ）55

Places Needing Cleaning

②

①

⑤
③

④

⑦
（ Ⅸ−５６ ）⑧⑥
December 2003

56

Keeping Animals, Growing Plants①③（ Ⅸ−５７ ）

④

②

⑤

57

Notices & Posters 1①③（ Ⅸ−５８ ）②④

58

Notices & Posters 2①②③（ Ⅸ−５９ ）④59

Notices & Posters 3①③（ Ⅸ−６０ ）②④

60

Nurse’s Offices①③（ Ⅸ−６１ ）

②

④

⑤

61

Co-education②①③（ Ⅸ−６２ ）④⑤

62

Health Education

⑤

⑥

①

②
（ Ⅸ−６３ ）③“Growth and change into adult bodies”④

63

Students’ Preferences

①

②

③

January 2005④

（ Ⅸ−６４ ）⑤64

Uniforms（ Ⅸ−６５ ）

①

②

③

④

65

School Emblems & School Songs①④（ Ⅸ−６６ ）

②

③

⑤

66

Testimonials（ Ⅸ−６７ ）67

National Flag, Clocks①③②（ Ⅸ−６８ ）68

Memorial for Graduation①（ Ⅸ−６９ ）②

69

Assistant English Teacher（ Ⅸ−７０ ）

①

②

③

④

1st grade, November 2004

70

Notices & Posters 4

⑤⑥
⑦⑧⑨
⑩⑪⑫
①②
③④

（ Ⅸ−７１ ）71

Teachers’ Study①①②（ Ⅸ−７２ ）③72

Members of the editorial board(Members of the editorial board)Supervisor：Mariko Sato
-TextbookEditor
Ryoichi Kamada &Nobuhiko Yanagibayashi
Page layout
Yukiko Yamao-Slides-

EditorRyoichi Kamada &Nobuhiko Yanagibayashi
Slide layout: Ryoichi Kamada
Chart design: Nobuhiko Yanagibayashi
Documents research : Nobuhiko Yanagibayashi
Photographs & Interview : Ryoichi Kamada / Atsuyoshi Hirata
79

Japanese Educational system and PracticeJapanese Educational system and Practice(A Core Center of the Cooperation Bases System Building Project forInternational Cooperation in Educational Development Promoted by MEXT)「Project to Organize Information on Educational Experiences from Japan− Focusing on Educational Management and Teachers’ Training −」February 2006
Center for Research on International Cooperationin Educational Development(CRICED)
University of Tsukuba, JAPAN〒305-8572 1-1-1, Tennodai, Tsukuba-shi, Ibaraki-ken
Tel: 029-853-7287 Fax: 029-853-7288
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Please send your comments and concerns heree-mail: criced-adm@human.tsukuba.ac.jp