Sophia UN Weeks – ProSPER. Net Forum “Exploring the New Directionof Equity and Inclusion towards Transforming Education”

Equity and Inclusion towards Transforming
Education to the immigrant backgroundstudents
National University Corporation Miyagi University of Education
Tom ICHINOSE, Ph.D. Professor

Percentage of disadvantaged students, by immigrant background
Percentage of students in the bottom quarter of the PISA index ofeconomic, social and cultural status https://www.oecd.org/coronavirus/policy-responses/what-is-theimpact-of-the-covid-19-pandemic-on-immigrants-and-their-childrene7cbb7de/#figure-d1e1132

UNESCO (2021a) reported that schools were fully closed for an
average of 3.5 months (14 weeks) since the onset of the pandemic.

An impact ofCovid-19 tothe school
UNESCO(2021a) Education: From disruption torecovery.
https://en.unesco.org/covid19/educationresponse.
UNESCO(2021b) figures show two thirds of an
academic year lost on average worldwide due to
Covid-19
schoolclosures.
https://en.unesco.org/news/unesco-figures-showtwo-thirds-academic-year-lost-average-worldwidedue-covid-19-school

This figure rises to 5.5 months (22 weeks) if localized school closures
are taken into account. Long-term school closures in response to thepandemic have led to an unprecedented risk to children’s education,protection, and well-being.
Longer closures disrupt essential school-based services such as
immunization, school feeding, and mental health and psychosocial
support, and can lead to stress and anxiety due to the loss of peerinteraction and disrupted routines.
These negative impacts are significantly higher for marginalized
children (UNESCO 2021a). For the reopening of schools, it is essential
to consider school-based services such as immunization, school
meals, and mental health and psychosocial support.

Source︓Survey on the acceptance status of children and students who require Japanese
language instruction

Recent condition of immigrant kids in Japan
2018

2021

2021 Over all

Number of out of school
immigrant children

19,4718,183

High school Dropout rate

9.6%

5.5％

1.0％ overall

Higher education institution(include university) admission
rate

42.2%

51.8％

73.4％ overall

Non-regular employment rate

40.0%

39.0％

3.3％ overall

Data and Methods
National Academic Performance and Learning Situation Survey（NAPLSS）
1. Purpose of the survey• From the viewpoint of equal opportunity in compulsory education and maintenance andimprovement of its level, to understand the academic ability and learning situation ofchildren nationwide. It will be used to enhance educational guidance for children andimprove learning conditions. Furthermore, through such efforts, Establish a continuous
review and improvement cycle for education.
2. Investigation target• All children in the following grades of national, public and private schools.
• Elementary school survey: 6th grade of elementary school, 6th grade of compulsory
education school, 6th grade of elementary school for special needs education• Junior high school survey: 3rd year of junior high school, 3rd year of compulsory education
school, 3rd year of secondary school,3rd grade, middle school, special needs educationschool

Academic Performance ofNational Language andMathematics×Q30(Elementary and ) analyze
by ICHINOSE

GroupSpeaking Japanese

Elementary 6thJunior High schoolat homegrade

3rd grade

855,659(85.1％)

832,223(89.1％)

119,304(11.9％)

66,408(7.1％)

25,442(2.5％)

23,948(2.6％)

4,151(0.4％)

5,853(0.6％)

others832

246

No answer

625

4,638

1,006,013

933,316

Always speaking

1
Group

Almost speaking

2
Group

Sometimes speaking

3
Group

Never speaking

4TotalResult from TALIS（2018）: Teaching in a
multicultural Setting
Percentageof teachers forwhom “teachingin a multicultural
or multilingual
setting” wasincluded in theirformal education
or training

Percentageof teachers
who felt“well prepared”
or “very wellprepared” forteaching in a
multicultural
or multilingual
setting

Percentage ofteachers forwhom “teachingin a multicultural
or multilingual
setting” wasincluded in theirrecent professional
development
activities

Percentage ofteachers who feelthey can cope withthe challenges ofa multiculturalclassroom“quite a bit” or“a lot” in teachinga culturally
diverse class

Japan

27

111317

OECD Average

35

26

2267

Standard for the Teacher’s Competency for theImmigrant background students 2019
Four elements of qualities and abilities
Ability to acknowledge

Ability to acknowledge students’ reality
Ability to understandSocial cultural background

Ability to develop

Ability to teach Japanese Language andAcademic Subject
Ability of Intercultural competence

Ability to connect

Ability of School management
Ability to participate regional development

Ability to transform

Ability to promote Multicultural coexistencesociety
Ability to develop teacher’s capability

Specific required abilities
To acknowledge immigrant background students’ situationfrom the perspective of intercultural movement and students’development
To acknowledge the background and future of immigrantbackground students socially and historically, to understandin the historical context.
To teach Japanese Language and School Subjects depending on
the actual situation of immigrant background based on thespecialized knowledge
To activate the interaction between immigrant backgroundstudents and Japanese student for enhancing intercultural skills
To collaborate and cooperate with parents and local
stakeholders to create school system for getting good support.
To participate regional development while collaborating withpeople in different positions
To have a conscious of social justice and fairness, implement
multicultural coexistence
To reflect educational activities concerning about immigrantbackground students and lead to own development

By Ministry of Education, The Society for Teaching Japanese as a Foreign Language and ICHINOSE

Education for Refugees: Integration models andpractices in OECD countries

https://dx.doi.org/10.1787/a3251a00-en.

From Mainichi JP