FY2019 budget: 424 million yen

Super Global High Schools
Project overview

Objectives背景
Based on the reality of a rapidly globalizing world, toinstill interest in, and a deep understanding of, socialproblems, provide an international education thatdevelops students’ communication skills and problemsolving abilities, and foster global leaders from the highschool–level who can succeed internationally in thefuture.

Partner・Guidance・Advice・Evaluation
・Support

Managing org. (BOE, etc.)

MEXT・School
designation (5years) MEXT designates as Super Global High Schools those high schools that partner with corporations, internationalorganizations, and domestic universities advancing internationalization to foster students who learn how to detect andsolve global social problems and play active roles in various international settings, and that develop and put into
practice high quality curricula.

Commissioned projects: Commissioned entities (Prefectural and municipal boards of education, national university corporations, school corporations)Target schools: National, public, and private high schools, integrated middle/high schools (secondary schools, parallel-type and partner-type middle/highschools)
Designated period: In principle, 5 years
No. of designated schools: 67 continuous schools (8 national, 39 public, 20 private schools; 56 schools in FY2015; 11 schools in FY2016)

EffortsDiscussions, presentations in English, essay writing, inquiry-based learning, outcomes presentation events, etc.

Domestic/overseas field work in collaboration with companies, overseas high schools and universities, etc.

 Guidance in English, etc. by returnees, foreign teachers, support in English by foreign students

Implementation

Request

FY2018 budget: 843 million yen

Domestic/overseas universities
・Companies
・Internationalorganizations（OECD,UNESCO, etc.)
・NPOs, etc.
 Providing HR, programs Guidance for inquiry-based learning

Outcomes① Since SGH project started in FY2014, the number of participants in overseas project research training, which was declining, has been steadilyincreasing.
②The CEFR B1-B2 level scores for SGH students at time of graduation has risen by 13 points since the SGH project began; the difference with
non-SGH students has more than doubled from 11 points to 24 points.
③In response to the question as to whether they would like to study overseas and pursue international careers in the future, 60% of SGHstudents said they would (a high percentage in comparison to the 40% of new employees at Japanese companies who said they would like to beposted overseas* (2017)); in contrast, less than 40% of non-SGH students said they would like to study overseas and pursue international
careers, indicating a downward interest in globalization among those students.
＊“7th Survey on New Employees’ Global Awareness,” Sanno University (Setagaya-ku, Tokyo)

 Active learning International understanding70

 Overseas research knowhow
 Overseas sister school tie-upknowhow

 Spread of outcomes to otherhigh schools, junior highschools, elementary schools

7751
35

24Non-SGH

students
非受講生

30

2930

http://www.sanno.ac.jp/research/global2017.html

3425

23

2249

25

2012 2013
2014
2015
2016
2017
2014 2015 2016 2017 H24
H25 H26H27 H28H29
H24 H25 H26
H27 H28 H29

2012

2013

①Average no. of students participating inoverseas project research training② Ratio of graduating students reaching
CEFR B1-B2 levels (%)

students
受講生

students
非受講生4136

SGH

Non-SGH

SGHstudents
受講生

2734585658603838

3736

H24 2013
H25 2014
H26 2015
H27 2016
H28 2017
H292012③ Ratio of students desiring to become overseas students,pursue international careers (%)

Source: Interim Advisory Council Report on Examination of SGH Program (July 25, 2018)

 Producing human resources (officers of international organizations, social entrepreneurs, executives of global corporations, politicians, researchers, etc.) who can detect and help solve global social
problems and play active roles in various international settings.