NationalInstitute for
Educational Policy
Research2020

National Institute for
Educational Policy
2023
国Research
立教育政策研究所
文部科学省

National Institute for Educational Policy Research
令 和 2 年 度

DIC 2126
DIC 2115
DIC 217

DIC は特色インキですので４色プロセス印刷では近似色になりますContents
Contents
Message from the Director General ――――――――――――――――――――――――― ❶About Us ――――――――――――――――――――――――――――――――――――――――――――――――――――――― ❷NIER Research Departments and Centers ――――――――――――――――― ❹Research in Connection with Policy Issues
・Research Projects FY2023 ――――――――――――――――――――――――――――――― ❻10・Research Projects ending in FY2022 ―――――――――――――――――――― ❻Research and Education Activities Support
relating to Specialized Subjects
14・Projects of the Education Data Science Center ――――――――― ❻16
・Projects of the Curriculum Research Center ――――――――――――― ❻22
・Projects of the Guidance and Counseling Research Center ――――― ❻24
・Projects of the Early Childhood Education Research Center ❻26
・Projects of the Practical Social Education Research Center ❻28
・Projects of the Educational Facilities Research Center ❻・Projects of the Oﬃce for Educational Resources Research Promotion,
Department of Research Planning and Development ――――――――――――――――― ❻30

International Joint Research

32
35
❻〜❻

Symposium ―――――――――――――――――――――――――――――――――――――――――――――――――――

36❶

Message from the Director General

Supporting Education to Shape the Future:
The Mission of the National Institute for
Educational Policy Research
The National Institute for Educational Research was established in June 1949 as a national institute forresearch on education. Upon its founding, its stated aim was to “perform realistic, fundamental researchand surveys on education.” Next year marks the 75th anniversary of its establishment. In 2001, with theformation of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) as part of a reformof governmental ministries and agencies, the institute was renamed the National Institute for Educational
Policy Research (NIER), with a clearer mission: “to conduct surveys and research on fundamental matterspertaining to governmental policies on education.”
As of fiscal year (FY) 2023, the organization comprises seven divisions: the Department of General
Affairs, the Department of Research Planning and Development, the Department for Educational Policy
and Evaluation Research, the Department for Lifelong Learning Policy Research, the Department for
Elementary and Secondary Education Research, the Department for Higher Education Research, and theDepartment for International Research and Co-operation. Further, there are six centers in the NIER: theEducation Data Science Center, the Curriculum Research Center, the Guidance and Counseling ResearchCenter, the Early Childhood Education Research Center, the Practical Social Education Research Center,and the Educational Facilities Research Center.
NIER is responsible for multiple tasks: (1) project research concerning a variety of policy issues; (2)administration of specialist professional and empirical surveys and research in individual fields; (3) within
the realm of Japanese national surveys of academic performance and learning status conducted by MEXT,
identification of issues and question design as well as management of analytical resources, and for surveys
on educational curricula and subjects, analysis of survey results, compilation of related reports, etc. NIER
is also (4) the domestic Japanese institute that conducts surveys, etc., for international collaborative
research. Such research includes, among others, that for the Organisation for Economic Co-operation
and Development (OECD), the Programme for International Student Assessment (PISA), the Teachingand Learning International Survey (TALIS), the Programme for the International Assessment of Adult
Competencies (PIAAC), and the TALIS Starting Strong Survey, as well as the International Association for
the Evaluation of Educational Achievement (IEA), the Trends in International Mathematics and Science
Study (TIMSS), etc. The results and fruits of NIER’s efforts are utilized in multifaceted ways as materials forthe establishment and evaluation of government policies and in the support of practical work performed at
actual educational sites.
Education will have greater and more profound roles in the midst of our changing world and society.
These changes are the result of AI and other technological innovations, globalization, a low birthrate, and ahigh percentage of aged persons in Japan, as well as the approach of a 100-year human lifespan. It will be
education that spurs individual autonomy, promoting happiness in people’s daily lives. Education will also
provide the insights necessary to cooperate with others in the creation of sustainable societies.
Education opens the way to a brighter tomorrow for every individual, as well as shaping the future ofJapan’s society and local communities.
This past May, the Central Council for Education was asked to put together a comprehensive set ofrecommendations on securing high-quality teachers. In addition, the new Basic Plan for the Promotionof Education approved by Cabinet in June again set out a number of measures to further promote
evidence-based policymaking, including the introduction of computer-based testing (CBT) for the National
Assessment of Academic Ability, and efforts to put in place a system for NIER to conduct research that willcontribute to policies based on objective evidence.
At NIER, as the only national institute specializing in educational policy research, we will continue topromote research activities on educational policies in collaboration with MEXT as well as local boards ofeducation, universities, educational research institutions, and other related organizations nationwide, andwill also actively disseminate our initiatives and the results thereof.
Last, we would appreciate your continued support.
July 2023

Takimoto Yutaka

Director General
National Institute for Educational Policy Research, Japan

1
National Institute for Educational Policy ResearchAbout Us

In its role as a comprehensive national research institute for educational policy, NIER, conducts basic research andstudies for the purpose of corroborating research to be used in educational reform such as preliminary studies forthe formation of future policies and validation of existing measures, covering the areas of educational administrationin general, including primary to higher education, lifelong learning, and educational facilities. In addition, as well as
representing Japan when participating in international collaborative research projects, NIER engages in wide-ranging
activities such as ascertaining the academic ability of students throughout the country, research and studies incollaboration with the boards of education and schools, and the provision of information to educational stakeholders
in Japan such as on the curriculum and on student guidance and careers counseling.

Research inConnection with
Policy Issues

Research and Education
Activities Support relating toSpecialized Subjects

International Educational
Cooperation Activities andInternational Joint Research

History
The National Institute for Educational Policy Research started as the National Institute for Educational
Research, which was established in June 1949 based on the provisions in the Act for Establishment of the
Ministry of Education—promulgated in the same year—together with the National Museums, Institute of
Statistical Mathematics, and National Institute of Genetics.
In line with the reorganization of ministries and agencies in the central government, in January 2001 theresearch organization was reviewed and reorganized to strengthen its role and character further as a research
institute contributing to the planning, formulation, and promotion of policies on education. As part of this major
restructuring and reorganization, both the Curriculum Research Center and the Guidance and CounselingResearch Center were newly established to enhance specialized research, while consultation and support
functions were integrated with the public administration. Additionally, its name was changed to the National
Institute for Educational Policy Research, reflecting its role as a comprehensive policy research institute.

October 2021

Establishment of the Education Data Science Center

June 201970th anniversary commemoration

April 2016

Establishment of the Early Childhood Education Research Center

January 2008

NIER relocation to the current building of the MEXT in Kasumigaseki

April 2004

Establishment of the Educational Facilities Research Center

April 2001

Establishment of the Practical Social Education Research Center in Ueno

		

Reorganization of the Educational Resources Research Center

January 2001

Rename to the National Institute for Educational Policy Research		Establishment of the Curriculum Research Center and the Guidance and Counseling ResearchCenterJune 1999

50th anniversary commemoration

May 1989

Restructuring and reorganization of the InstituteMay 1987

Establishment of the Educational Information CenterMay 1972

Establishment of the Science Education and Research Center

June 1949

Establishment of the National Institute for Educational Research

2
National Institute for Educational Policy ResearchAbout Us

Organization chart
Dept. of General Affairs

General Affairs Div. Accounting Div. Research Support Div.

Council
Council

Dept. of Research Planning and Development
Office for Educational Resources Research Promotion

Information Planning and Supporting Div. Library of Education

Dept. for Educational Policy and Evaluation Research
Dept. for Lifelong Learning Policy Research

Dept. for Elementary and Secondary Education Research
Director
Director
GeneralGeneralDept. for Higher Education Research

DeputyDeputyDirector-General
Director-General

Dept. for International Research and Co-operation
Office for International Collaborative Research

Education Data Science Center

Computer Based Testing Promotion Div. Data Infrastructure Div.

Curriculum Research Center

Dept. for Curriculum Research

Dept. for Curriculum Development

Curriculum Development Div. Academic Ability Div.

Guidance and Counseling Research Center
Planning Div.

Early Childhood Education Research Center

Practical Social Education Research Center

Planning Div.

Educational Facilities Research Center

Budget

Staff(Unit: JPY million yen)

Total budget for FY2023 : 3,193
Costs associated withclerical work and facilities
maintenance, etc.

Staff (as of October 2023)
131staff members(excluding persons holding concurrent positions)

Costs associated withresearch such as the National
Assessment of Academic
Ability and PISA

284
9%
1,297
41%

1,612
50%

■ Research and project costs■ Labor costs■ Management and operating costs

3
National Institute for Educational Policy Research

NIER Research Departments and Centers

NIER Research Departments and Centers
Department ofGeneral Affairs

This department is in charge of the administrative organization of the NIER, enriching the internal
working environment, personnel matters for staff, and communication and coordination bothwithin and outside NIER. Accounting staff handle budget requests and are in charge of budget
configuration and execution. They also perform accounting audits and manage physical materials
and buildings, among other tasks. Research support personnel provide support and perform thecommunication and coordination work, etc., required to conduct surveys and research. In theseand other ways, General Affairs supports the organization overall and performs the coordination
and adjustment work necessary for smooth operations of all the work performed within NIER.
General Affairs also serves as the Secretariat for the National Federation of Educational Policy
Research Institutes.

Department ofResearch
Planning andDevelopment

The Department of Research Planning and Development is responsible for the overall planningand coordination of NIER’s research and project activities. It manages the setting of research topics,
progress administration, and results reporting such that “project research” can be conductedeffectively and efficiently. “Project research” is pursued by cross-organizational teams in responseto education policy issues and social demands. The department also works to disseminate theresults of NIER’s research by organizing symposiums as well as by publishing the NIER bulletin and
NIER News.
[Office for Educational Resources Research Promotion] The Office for Educational Resources
Research Promotion publishes and broadly distributes NIER’s research findings and various data
pertaining to educational practices and research via its database and website. In addition, it houses
the Library of Education, which contains approximately 540,000 books including educational
literature and materials that serve to support research activities within and outside of NIER. The
Office also maintains and manages an information system that is the basis for the entirety of
research activities at NIER.

Department for
Educational
Policy and
Evaluation
Research

Taking into account historical developments and the outlook for educational policy, theDepartment for Educational Policy and Evaluation Research carries out empirical and comparative
research on issues that form the basis for planning, implementing, and evaluating Japan’s national
educational policies. In recent years, this Department has conducted research primarily in thefollowing areas: the elementary and secondary school systems, diversity and expertise of local
educational administration, evidence-based education policies, roles of public sector workers inschool education, etc.

Department forLifelong Learning
Policy Research

The Department for Lifelong Learning Policy Research carries out fundamental research relating
to awareness and learning needs, the levels and content of knowledge and skills of adults, aswell as evaluation of diverse learning activities. In addition, the department conducts studies andanalyses contributing to the promotion of coordination and cooperation which provide a synergy
effect in the lifelong learning environment of schools and the local communities. Furthermore, thedivision also participate in the Programme for the International Assessment of Adult Competencies(PIAAC) by the OECD.

Department for
Elementaryand Secondary
Education
Research

The Department for Elementary and Secondary Education Research studies basic issues relating
to elementary and secondary education policies in Japan by integrating educational management
research, learning sciences, educational psychology research, and social policy research. We
have been conducting research on teacher training, research on the improvement of the skills andattributes of the superintendent of education and teacher supervisors, empirical research on thedevelopment of new types of teaching made possible in small pupil-teacher ratio classrooms,
and research that contributes to policy making for educational innovation achieved by actively
introducing ICT, AI, and other advanced information technologies into schools. The department
contributes to educational policymaking. It facilitates the vigorous communication of research
results by hosting symposia, necessary to forge strong research networks.

Department forHigher Education
Research

The Department for Higher Education Research carries out studies and research that contributeto planning of higher education policies, and improvement of university education. The department
also holds workshops that cover building networks among universities, research institutions, andadministrative bodies.

Department forInternational
Research andCo-operation

The Department for International Research and Co-operation conducts various studies related
to MEXT’s policy issues and collects and analyzes basic information regarding the educational
policies and reform trends of other countries. The department is committed to disseminating, inEnglish, basic information about the Japanese education system and its policies to researchers
abroad. Furthermore, the department is responsible for implementing joint research projects, suchas OECD Programme for International Student Assessment (PISA), OECD Teaching and Learning
International Survey (TALIS) and international collaborative research with UNESCO.

4
National Institute for Educational Policy Research

NIER Research Departments and Centers

Department for
Education Data
Science CenterWith the aim of realizing data-driven education and improved education quality, the Center
ensures effective education data collection and analysis and requests environmental changes andreinforcements to facilitate the active utilization of analysis results. Additionally, the Center serves
as the hub for the analysis of education-related data and for sharing these results. It is engagedin (1) infrastructure creation for the sharing of education data and engagements that utilize thisdata, (2) promotion of research on and analysis of education data, and (3) support for research on
and analysis of education data on a national government level and in local governments and otherinterested organizations, etc.

Curriculum
Research Center

The Curriculum Research Center is responsible for (1) surveys and research on basic mattersconcerning national policies for elementary and secondary school curricula; (2) liaison andcooperation with research institutions, universities, and other related organizations in Japan
regarding (1); and (3) consultation and support for educational institutions and other parties inJapan that handle elementary and secondary school curricula. For example, the center conducts
the National Assessment of Academic Ability in collaboration with MEXT, the Courses of Study
Implementation Survey (formerly known as the Curriculum Implementation Survey), the Surveys on
Specific Issues, the Trends in International Mathematics and Science Study (TIMSS) assessment
and the study on curriculum design and development for realization of new ways of learning.
Additionally, the center also works on research and development for evaluation standards andmethods, the Designated Experimental School Project, the Curriculum Implementation Verification
Collaborative School Project, and the production of teaching materials and case study collections.
Furthermore, the center provides support in the areas of curriculum design and teaching methods
for the boards of education, schools, educators, and others engaged in education.

Guidance andCounselingResearch Center

The Guidance and Counseling Research Center carries out studies and research that contributeto the planning and formulation of guidance and counseling policies, and provides expert support
and consultation for schools, boards of education, and other entities. The goals of such activities
are to enhance student guidance, which improves social skills and the ability to act while respecting
each student’s personality and endeavoring to increase their individuality, and academic and career
guidance, which cultivates a student’s capacity to consider their own way of life and their ability
to autonomously choose their own future career paths. Specifically, the center conducts researchand studies that contribute to the prevention of bullying and school non-attendance, promotion ofcareers education, and the development of social and emotional skills, and summarize the results
in reports, leaflets, etc. to disseminate and utilize them.

Early Childhood
Education
Research Center

As a national early childhood education and care (ECEC) study hub the center has three
primary responsibilities: (1) promoting research and survey on ECEC; (2) building a research
network with domestic and international institutes, the local governments, and ECEC facilities;and (3) disseminating our research findings to the ECEC actors, including local governments andstakeholders of ECEC provisions. The center is also in charge of implementing and analyzing theOECD Starting Strong Teaching and Learning International Survey in cooperation with the Ministryof Education, Culture, Sports, Science and Technology, and the Children and Families Agency.

Practical Social
Education
Research Center

The Center aims to support social education in regional public bodies. To do so, it conducts
practical surveys and research, including “basic surveys on the actual state of social education
activities,” “the development of programs that aim at strengthening and improving social education
projects,” “research that contributes to the education and improved quality of leaders and teachers
in social education,” etc. The Center also hosts research exchange meetings and researchseminars on a variety of contemporary issues in social education, which are attended by social
education practitioners and researchers from throughout Japan. Together with MEXT and the
Agency for Cultural Affairs, the Center also offers training programs, etc., to improve the quality ofsocial education leaders and teachers.

Educational
Facilities
Research Center

The Educational Facilities Research Center carries out basic and specialized research the diverse
range of issues confronting educational facilities based on changes in the social circumstancesthat surround educational facilities and recommendations for enhancing and improving curricula.
Specifically, the center is responsible for researching methods that will make educational facilities
eco-friendly, creating safe and secure schools and responding to diverse learning activities,
in addition to collecting, organizing, and disseminating information on educational facilities. In
addition, the center carries out exchange programs with foreign research institutes, invites lecturers
from abroad, and holds lecture meetings; thus conducts international research exchange.

5
National Institute for Educational Policy ResearchResearchin Connection with Policy Issues
政策課題に対応した調査研究
政策課題に対応した調査研究
Research Projects FY2023
Research Projects are the research activities, conducted by project teams composedof researcher both inside and outside NIER, through which NIER sets its research
agenda for administrative policy issues. The research period is about two to five years.
Field

Research Topic

Research Period

Study on the development of social and emotional skills and theenvironmental impacts: From the perspective of the feasibility of use
in education and school improvement

FY2020 - FY2023

Study on a framework for academic ability assessmentStudy on aframework for academic ability assessment

FY2021 - FY2023

Study on curriculum design and development for realization of new
ways of learning

FY2022 - FY2024

Study on the issues and feasibility of data-driven education

FY2023 - FY2025

Study on formulating the basis for quality education in the transition
from early childhood to primary education

FY2023 - FY2025

Study on the systematic and efficient regeneration and use of
dilapidated school facilities

FY2023 - FY2025

Educational
Staff

Roles of public sectors workers in school education

FY2022 - FY2024

Higher
Education

Study on effective ways of using the National Student Survey

FY2023 - FY2025

Elementary
andSecondary
Education

Study on the development of social and emotional skills and the environmental impacts: Fromthe perspective of the feasibility of use in education and school improvement (FY2020-FY2023)
Project Leader / Director of the Guidance and Counseling Research Center■ Summary of the study
This study focuses on the development of students' social and emotional skills.
In FY2023, we will analyze data, including the results of questionnaires administered to students, parents/
guardians, teachers, and school administrators as part of the Study of the Development of Social and Emotional
Skills and the Environmental Influences During the Transition from Elementary to Secondary School. We will thenprepare a research report summarizing the findings.
We will analyze the developmental
Framework: Study of the Development of Social and Emotional Skills and the Environmental Influences During theTransition from Elementary to Secondary School
changes in students' social and emotional
Analysis A: The Impact of Social and Emotional Skills on Students' School Adjustment and Mental/Physical Healthskills during this period, as well as their
Purpose: To analyze the relationships between social and emotional skills and (1) school adjustment and health, (2) academic
achievement, school, and home.
relationship to academic achievement andother factors. In particular, we will focus
Mental & PhysicalSchool Adjustment
Healthon the impact of the major environmental
changes that accompany the transition
Social &School &Family &Academicfrom elementary to secondary school on
Emotional Skills
ClassroomHome
Achievement
students' social and emotional skills.
We will examine the relationshipAnalysis B: Change and Correlation in Academic Performance
Analysis C: Positive Effects of School/Classroom Experiences
and Social and Emotional Skills During the Transition fromon Student Skills
between students' academic achievement
Elementary to Secondary School
Purpose: To present perspectives aimed at a multidimensional
Purpose: To examine the factors in the school/classroom
and their social and emotional skills, as
understanding of students.
environment that contribute to the improvement of students'
 Longitudinal study including student academic achievementsocial and emotional skills.
well as their impact on students' school
tests and social and emotional skills questionnaires.
 To analyze the impact of school/classroom experiences on
 To provide a multidimensional understanding of students'
students' academic achievement and social and emotional skills.
adjustment and on their mental andprofiles and development during the transition from elementary
 To analyze the impact on students of collaboration between
to secondary school, and to analyze of changes and correlations
elementary and secondary schools, and between schools andphysical health.
therein.
homes.

6
National Institute for Educational Policy ResearchResearch Projects FY2023

Study on a framework for academic ability assessment (FY2021-FY2023)
Project Leader / Special Advisor to the Director General(responsible for introduction of CBT for the National Assessment of Academic Ability)■ Summary of the study
In view of the current situation in which the GIGA School Program and academic achievement tests using
CBT are becoming international standards, it is an urgent task to discuss and implement the introduction of
CBT in the National Assessment of Academic Ability. Under such circumstances, toward achieving Society 5.0,
there is a call for establishing a new cycle of learning assessment improvement. In this study, we will formulate aframework for creating assessment questions and analyzing results in anticipation of the transition to CBT, basedon earlier cases. This framework will cover the science of learning, educational measurement, subject education,
data science, and practical findings. We will also conduct research toward improvement and enhancement of
academic ability assessment, which will be
Outline of the study on a framework for academic ability assessment
the core of a new PDCA cycle.
Society 5.0
Achievement of the goals of
Promotion of the GIGA School
Response to
In FY2023, we will compile the results
Socialetc.
Programinternational
the new Course of Study
demandtrends of CBT
Achievement of “Suboptimization” Preparation for the next revisionof our research, based on considerationof mechanisms for surveys that provide
Review of the framework for academic
Full operation ofan understanding of competencies from aability assessment
PDCA and EBPM
☆ Collection and analysis of basic information (e.g. current situation, earlier cases,
cross-disciplinary perspective, the PDCA
technology trends, etc.)
Introduction of CBT in the National☆ Framework for creating assessment
cycle for creating assessment questions and
Output of theAssessment of Academic Ability
questions[medium and short term]
project☆ Framework for analyzing
analyzing results in light of the introduction
assessment results
Discussion on comprehensive review
of CBT and item response testing (IRT),☆ Future vision of public assessmentof related measures[medium and short term]
and the future vision for public academic
Academic knowledge: Science of learning, educational measurement, subject
assessments and education data-relatedIntellectual
education, data science, etc.
foundation ofanalyses and research.
Experience-based knowledge: Practical experience acquired at school,
National
government P

Schools P

A

D
A

D
A

study

C

C

Evidence

Local
P
governments

DC

empirical data

Study on curriculum design and development for realization of new
ways of learning (FY2022-FY2024)
Project Leader / Director of the Curriculum Research Center■ Summary of the study
This research will examine the following three areas based on
the results of the previous project titled “Empirical study on theformation of school curricula (FY 2017-21).” (1) structure of theeducational contents that will improve the quality of learning to foster
competencies; (2) curriculum design for the realization of crossdisciplinary and inquiry-based learning; (3) measures to promote andsupport curriculum management that is “open to the society” By
conducting theoretical investigation and case analysis (analysis oftrends in reforms of educational curricula in various other countries andof cutting-edge examples in Japan and overseas), we aim to provide
fundamental materials that will contribute to future discussions of thecurriculum reform.
In FY2023, we will (1) examine multiple models for the content
structure of each subject in the National Curriculum Standards(Courses of Study), based on the analysis of the literature review
conducted in FY2022; (2) examine frameworks for summarizing therelationships between cross- disciplinary and inquiry-based learning,such as STEAM, with a central focus on both theoretical research andpractical case studies; and (3) examine the outcomes and issues ofcurriculum development in schools utilizing MEXT’s special provisionsystem regarding the number of class hours.

Aims of School Education to be realized throughout the 2020s
We aim to foster
Independence, collaboration, creativity (the creation of new values

through proactive decision-making initiative, while collaborating with adiverse variety of people)

The types of learning needed for a new era
Personalized leaning＜ 芸 〉

Collaborative leaning

Integral fulfillment

Curriculum that fosters new ways of learninglResearch issues and tasks for this project(1) Integrated investigation of goals, contents, methods, andassessments• Investigation to reveal content that can foster desirable
competencies(2) Curriculum for realizing cross-disciplinary and inquiry-basedlearning• Distinctive practices of STEAM education, etc.
(3) Promotion and support of curriculum management that is open
to the society• Analysis of model cases in Japan and overseas*Central Council for Education Report (January 26, FY 2021), “Aiming for
the Establishment of Japan-Style Education in the Reiwa Era:
Realization of Personalized and Collaborative Learning That Will
Unleash the Potential of All Children (a Report)”

7
National Institute for Educational Policy ResearchResearch Projects FY2023

Study on the issues and feasibility of data-driven education(FY2023-FY2025)
Project Leader / Director of the Department for Elementary and Secondary Education Research■ Summary of the study
Advances in the GIGA School Program and the growing use of theinternet in education have given rise to aspirations to use the data
gained as a result to achieve data-driven education. Accordingly,
this study will summarize findings regarding the feasibility of using
data-driven education to provide equitable and quality education
and associated issues, by examining (1) education policies; (2)educational practice; and (3) communication and literacy to linkeducation policies to practice.
In FY2023, regarding (1) above, we will gather data and examine
mechanisms that allow for policymaking that takes both values
and evidence into consideration, in order to summarize issues andconditions relating to data-driven education in education policies
at the national and local government levels. Regarding (2), we will
examine practice-based issues and conditions aimed at ensuringthat data-driven education contributes to analysis of long-term
learning outcomes, as well as the detailed learning processes ofproactive, interactive, and deep learning. Regarding (3), we will
examine matters including basic terminology, methodologies, andthe nature of education data, and will then summarize our findings.

New Ways of Learning in
the Post-COVID Era＊
Achieving well-being for individuals
and society alike
Data-driven education

Children: Enhancing learning opportunities and quality
Teachers: Enhancing teaching methods and work style reforms
Government: Policymaking based on an understanding of the actual
situation＊12th Proposals of the Council for the Implementation of Education
Rebuilding: New Ways of Learning in the Post-COVID Era (2021)

Study on the issues and feasibilityof data-driven education
 Issue: What is data-driven education?
••

What does data-driven education mean in the context of
education policy and educational practice?
How should we view the relationship between them?

 Feasibility: How feasible is it?
••

How can we achieve it in education policy and educational
practice?
Is any kind of communication or literacy required?

Study on formulating the basis for quality education in the transition
from early childhood to primary education (FY2023-FY2025)
Project Leader / Deputy Director of the Early Childhood Education Research Center■ Summary of the study
The focus of policies regarding early childhood education and care (ECEC) has shifted to the quality of ECEC
and the successful transition from early childhood to primary education. It is necessary to study systems thatassure the quality of education during the transition from early childhood to primary education, taking into accountthe diversity of children. Therefore, during the three years from FY2023, we will research from the following threeperspectives: (1) the roles and functions of local government early childhood education centers in the transition
from early childhood to primary education; (2) international
comparisons of the transition from early childhood to primaryeducation; and (3) children’s growth and learning during thetransition from early childhood to primary education.
In FY2023, we plan to conduct the following research: (1)we will collect data on the curricula for the transitional andbridging phases of early childhood and primary educationand conduct a questionnaire survey of local governments;(2) we will collect and analyze material on trends in systems
and policies regarding the transition from early childhood
to primary education and the diversity of children in the
countries under study, through a literature review focusing
mainly on curricula and guidelines; (3) secondary analysis of
longitudinal data on cognitive skills, social-emotional skills,
life skills, and others will be analyzed over the five-year
period from three years to second grade.
Wall display of stag beetle births by children(five-year-old class)8
National Institute for Educational Policy ResearchResearch Projects FY2023

Study on the systematic and efficient regeneration and use of
dilapidated school facilities (FY2023-FY2025)
Project Leader / Director of the Educational Facilities Research Center■ Summary of the study
About 40% of the total area of public elementary and lower
secondary school facilities were built at least 40 years ago andrequire refurbishment. As such, dilapidated facilities must be
eliminated promptly. In this study, we will aim to promote thesystematic and efficient regeneration and use of dilapidated
school facilities by ascertaining the current state of school
facilities and identifying the issues they face; gathering examples
thought likely to contribute to resolving those issues; andexamining and summarizing the advantages and disadvantagesof having school facilities serve as other public facilities, alongwith the points to bear in mind when implementing constructionplans (such as structural alteration or refurbishment to prolong
the operational life of existing facilities).
In FY2023, we will (1) review and analyze literature; (2) analyze
trends in plans to prolong the operational life of infrastructure
at school facilities nationwide, identify issues, and highlight
cutting-edge examples; (3) consider and scrutinize the content
of questionnaires conducted among local governments thathave systematically and efficiently eliminated their existing stockof dilapidated facilities; and (4) conduct interviews with those
who establish, manage, and design integrated school facilities,
among others.

Total area of public elementary and lower secondary school facilities by age <Nationwide>（million ㎡)

35※Total for non-wooden buildings classified as school buildings, school gymnasiums, or dormitories in the FY2022 Survey on Actual Conditions on
Facilities of Public Schools【As of May 1, 2022】

About 40% of the total area of public elementary and lower secondary school
facilities were built at least 40 years ago and require refurbishment.

30（million ㎡)

25

Total area
24.31

20

17.73

1５5.95

Area at least 40 years old

８３.5５

Area less than 40 years old

６０.９8
２２.５６
7２.４０

Area requiring refurbishment
Area already refurbished

18.94

15

20.16

10

12.52
5

8.87

8.23

7.26

7.07

before
1972

1973～
1977

1978～
1982

1983～
1987

1988～
1992

（over50）（45～49）（40～44）（35～39）（30～34）

6.20

6.58

7.38

6.84

1993～
1997

1998～
2002

2003～
2007

2008～
2012

2013～
2017

2018～
2022

（25～29）（20～24）（15～19）（10～14）（5～9）（0～4 ）

3.84
0Year built (figure in brackets indicates number of years since construction)※Figures may not add up to the total area, due to rounding.

School that has undergone refurbishment to extend
operational life
(Left: Before improvement Right: After improvement)

Roles of public sectors workers in school education(FY2022-FY2024)
Project Leader / Director of the Department for Educational Policy and Evaluation Research■ Summary of the study
Focusing on public sector workers in the broader field of education, this study aims to examine the knowledge thatwill be required when promoting further work style reforms. The study focuses on the two aspects.
First, the study focuses on the work environment of school
school factors
teachers, administrative assistants of board of education, and staff
Individual factors(gender, age, occupation, etc.)
members at MEXT and examine their working conditions and therelated elements that may affect their work. These include: working
Public service motivation
hours; incentives; work environment; use of ICT; and how satisfied（PSM）
they are. The result will be examined in order to identify in whatways these elements influence the works that carried out by theAwareness
ICT usepublic sectors. Some examples of what considered to be effective(adaptation to the GIGA School Program)of ICT
work environment will be listed.
The study also examines some of the overseas studies on how
Householdthe work environment in education can be improved. Some of theWorking hours
factors(marital status,
countries included in the study will be England, Canada, Sweden,
parental status, etc.)
South Korea, and Germany.
In FY2023, we will (1) analyze questionnaires completed by
Intention
Job
MEXT staff; (2) conduct and analyze a questionnaire for board ofStressto quitperformanceeducation staff; (3) conduct, collate, and analyze a questionnaire forschool teachers; and (4) conduct a literature review of the working
environment for school teachers in the other countries on which thisPublic sector worker analysis model
study focuses.
(Figure shows model relating to school teachers)(school size, ICT equipment,
support staff, relationships withcolleagues)

9
National Institute for Educational Policy ResearchResearch Projects FY2023
Research Projects ending in FY2022

Study on effective ways of using the National Student Survey(FY2023-FY2025)
Project Leader / Director of the Department for Higher Education Research■ Summary of the study
Having implemented its National Student Survey on a trial basis for thethird time in FY2022, MEXT plans to transition to the survey’s full-scale
implementation in the near future. While the fundamental framework of
the survey, including its implementation method and questions, are in
the process of being finalized as a result of the trial survey, issues remain
regarding how the survey results will be used to improve university
education and guide policymaking at the national level.
This study will use individual data from the trial National Student
Survey to examine which methods of publishing results will beappropriate in order to visualize the state of education at each university,and which analysis techniques will be effective in ensuring that thesurvey results lead to improvements in university education. In addition,
we will conduct surveys to gather details of good examples of the use of
survey results at each university.
Through the surveys and data analysis conducted in this study, we
aim to share useful insights regarding ways of using the National Student
Survey once it begins to be implemented in earnest.

Frequency

Learning relevant to the class, such as preparation, revision, and homework

Figure 1: Distribution of learning time outside theclassroom on a faculty basis

Usefulness of
university education(acquisition oftransferable skills)

Teaching method was creatively tailored to promote understanding (mean value by faculty)

Figure 2: Correlation between creative tailoringin conducting classes and awareness of theusefulness of university education

Research Projects ending in FY2022
Field

Educational
Administration
and FinanceResearch Topic

Research period

Study on educational effect

FY2018 - FY2022

Study on growth and learning, and the quality of the learning processfrom infancy

FY2017 - FY2022

Study of educational reforms in response to developments inadvanced information technology

FY2019 - FY2022

Study on a process for creating new school spaces through dialogue

FY2021 - FY2022

Educational
Staff

Study on verification of educational policies in the allocation ofteachers and other matters

FY2016 - FY2022

Higher
Education

Study on trends in higher education participation of upper secondary
school students

FY2020 - FY2022

Elementary
andSecondary
Education

10
National Institute for Educational Policy ResearchResearch Projects ending in FY2022

Study on educational effect (FY2018-FY2022)
Project Leader / Director of the Department of Research Planning and Development■ Summary and outcomes of the study
In this study, we piloted a survey targeted at members of an
online monitoring panel nationwide, and a follow-up survey aimed
at parents/guardians and early childhood education facilities inseven municipalities, in order to establish basic data for verifying
the impact of preschool household and education environments on
subsequent growth and development. Based on the longitudinal
data gained from the pilot surveys, we sought to build up
quantitative research concerning educational effect.
The results of both the online monitoring panel survey andthe survey of municipalities showed the proportion of positive
answers—i.e. “Agree” and “Somewhat agree”—trending upward
year on year for all questions.
We also analyzed the relationship between learning outcomesin the first year of elementary school (performance in Japanese
language and arithmetic) and household income at several points
from the preschool years through to the first year of elementary
school, taking into account the effect of parents’ educational
background. From this analysis, we obtained evidence of a
relationship to household income in some municipalities. We
published a final report on the study at the end of FY2022, to markthe end of the study period.

Summary of study findings
Topic

Summary
The proportion of positive answers is trending upward year on

Children’sdevelopment

year in both the monitoring panel survey and the survey ofmunicipalities. At the same time, in FY2020, which was the
final year of the study, we observed a fall in the proportion of
positive answers in respect of some questions in both surveys.

Children’s wake-up
times and bedtimes

In FY2020, the percentage of children waking up by 07:00
was higher than previously, while the percentage going
to bed earlier than 20:00 was lower than before.
In both the monitoring panel survey and the survey ofmunicipalities in FY2020, a high percentage of respondents

Picture-book reading stated that they rarely engage in picture-book reading. Where
respondents stated that they did engage in it, a highproportion did so less frequently than in 2019 and earlier.
The number of users of facilities such as kindergartens,
licensed nursery schools, and centers for early childhood
education and care has risen year on year since FY2016. In
addition, the proportion of those using swimming schools,
sports clubs, gymnastics classes, instrument and other music

Usage of childcare and tuition classes for young children, ballet and eurhythmics
education services

classes, private tutoring services, correspondence education,and cultural and other lessons increased along with the child’s age. A similar trend was observed in the monitoring panel
survey in regard to English conversation classes, but
fluctuations in each fiscal year were seen in the survey ofmunicipalities.

No major changes were observed between FY2016 andFY2020 in regard to children’s fathers’ jobs. On the other
Parents’ jobs

hand, the percentage of children’s mothers who have a
job is trending upward, with the percentage of mothers
describing themselves as full-time homemakers or
unemployed on the decline.

Study on growth and learning, and the quality of the learning processfrom infancy (FY2017-FY2022)
Project Leader / Director of the Early Childhood Education Research Center■ Summary and outcomes of the study
We conducted longitudinal questionnaires and various tests on early childhood and primary school children
from three to seven years old (second grade) to examine the development of social-emotional skills, cognitive
skills, and life skills, and relations with the family environment andthe involvement of ECEC staff and school teachers. In addition,
we examined and developed a draft assessment scale for process
quality in the context of ECEC in Japan, and to suggest how thescale could be used.
The result showed that the formation of basic life skills can be
the foundation of children’s skills at any age from three to sevenyears old, that social-emotional skills support cognitive skills insome aspects, and that cognitive skills promote the developmentof social-emotional skills in other aspects. We showed thatchildren during this period are acquiring a variety of skills
holistically.
In addition, we examined and developed a draft assessment
scale for process quality in the context of ECEC in Japan,
incorporating insights from international quality assessment scale,referring to Japanese curricula such as the National CurriculumStandard for Kindergartens, and reflecting the views of ECEC
leaders and staff. We then proposed how it could be used. We“Look!” Playing with colored waterplan to continue to study and improve the scale, as there areseveral issues that require further consideration.

11
National Institute for Educational Policy ResearchResearch Projects ending in FY2022

Study of educational reforms in response to developments inadvanced information technology (FY2019-FY2022)
Project Leader / Director of the Department for Elementary and Secondary Education Research■ Summary and outcomes of the study
We conducted a study with the objective of providing researchfindings that contribute to educational reform policies aimed at
improvements to education quality by actively incorporating ICT,
AI, and other advanced information technology (IT) into school
education.
The results suggested that the most effective educational
reform initiatives that involve making effective use of advanced IT
are those implemented by stakeholders with different standpoints
in regard to the prerequisites for use, the objectives of these
initiatives, and their potential as means of achieving thoseobjectives.
Our findings also suggested that promoting the educationaluse of ICT to provide equitable and quality education will require
an increase in resource allocation by the national governmentand boards of education, along with creative and strategicorganizational management by boards of education and schools.
Furthermore, we applied IoT technology to develop methodsof continuously measuring teachers’ physiological psychologicalindicators during lessons, which are expected to offer the
potential for application in such areas as considering educational
conditions that are conducive to conducting lessons.

Education and Research Public Symposium(held on February 15, 2022)

Published Reports on Project Results
初等中等教育-053
国立教育政策研究所

令和元-4 年度プロジェクト研究「高度情報技術の進展に応じた教育革新に関する研究」中間報告書 3

公正で質の高い教育を目指した
ＩＣＴ活用の促進条件に関する研究：
全国調査及び政令指定都市調査の分析

令和５年（2023 年）３月
研究代表者
（国立教育政策研究所

藤原文雄

初等中等教育研究部長）

Study on a process for creating new school spaces through dialogue(FY2021-FY2022)
Project Leader / Director of the Educational Facilities Research Center■ Summary and outcomes of the study
In this study of the process for creating new school spaces throughdialogue, we gathered basic information about such matters as the timingof dialogue, the background to it, and any challenges encountered, andalso studied the current usage status of space, and specific initiatives
concerning efforts to sustain concepts from the time when the school
space was created, among others.
The results showed that dialogue had various advantages in termsof enhancing participants’ personal growth and improving relationships
through the process of overcoming challenges. Specifically, these
constructive changes relating to stakeholders included the fact thatstakeholders who participated in dialogue experienced growth throughgaining a deeper understanding and increased knowledge, while school
teachers and other staff who took part developed better relationships witheach other and a greater awareness of the use of space in lessons. Other
advantages involved educational content and the fulfillment of intentions,such as sharing visions for the kind of children the community wishes toraise and reflecting these intentions in the school buildings, as well as
developing mechanisms for maintaining educational content and the useof space.
We also compiled a Q&A offering suggestions for dialogue formats thatlead to stakeholder growth and summarizing tips for creating forums for
dialogue on the development of enhanced school spaces.

12
National Institute for Educational Policy Research

Example of a school constructed anddeveloped through dialogue

Research Projects ending in FY2022

Study on verification of educational policies in the allocation ofteachers and other matters (FY2016-FY2022)
Project Leader / Director of the Department of Research Planning andDevelopment■ Summary and outcomes of the study
In this study, we analyzed the impact of class size (number of students
per class) on academic ability and non-cognitive ability (social and emotional
competencies). We also sought to analyze the correlation between academic
ability and non-cognitive ability.
While we did observe some degree of relationship between class size andacademic ability, the results differed depending on the analytical techniqueand subjects of analysis. In the case of fourth- to sixth-year elementary school
students, although the results somewhat consistently showed a relationshipbetween non-cognitive ability variables other than motivation to learn andclass size, the relationship of the individual variables to class size was weakoverall. Accordingly, we judged that it is appropriate to position class size as
one factor that can affect academic ability and non-cognitive ability. In FY2022,
we undertook further analysis and published a report to mark the end of the Scene of additional teachers and teacher
study period.
supervisors discussing ways to reduce
Going forward, we hope that further examination based on survey data school refusal among children
with adequate sample sizes and time points will, following verification of theconsistency of the results, help to build up more empirical findings.

Study on trends in higher education participation of upper
secondary school students (FY2020-FY2022)
Project Leader / Deputy Director of the Department for Higher Education Research■ Summary and outcomes of the study
The purpose of this study was to use the results of a questionnaire
aimed at the parents/guardians of third-year upper secondary school
students across the country to conduct a detailed analysis of changes
in choices regarding educational advancement among students who
qualify for support under the New Higher Education Support System, forwhom going on to further study would otherwise be unfeasible, and also
the current burden of educational expenses on middle-income groups,
and awareness of the burden of educational expenses among parents/
guardians. The study also sought to examine survey methods andquestions, in order to conduct similar surveys on an ongoing basis.
As a result, we obtained the following findings: (1) about half of thebeneficiaries of the new support system stated that progress to further
study would not be feasible without a scholarship, demonstrating thatthe new system has a substantial effect in terms of reducing the burdenof educational expenses on low-income households; (2) on the other
hand, disparities in desired plans by household income and numberof children, among others, had still not been eliminated in the thirdyear since the system’s introduction; (3) measures other than financial
support are also required to address equality of opportunity, as factors
such as students’ academic ability and parents’/guardians’ educational
background also have a substantial impact; (4) there are still challenges
around the provision of information, as it became apparent that there
are individuals who do not use scholarship grants, despite being eligible
for them; and (5) while respondents pointed out the heavy burden of
educational expenses, there is a growing tendency for parents/guardians
to bear the burden themselves and to avoid using scholarship loans.

Figure1: Post-upper secondary educational
advancement by household income and number
Figure 1 ： Post-upper secondary educationalof children
advancement by household income and number of childrenAllless than
4 mil yen

4 to 6.5 milyen

6.5 to 8.5 milyen

8.5 to 10.5 mil
yenover 10.5
mil yen

over3
over3

“All” includes those whose household income is unknown

Figure2: Relationship between scholarship
receipt and feasibility of advancement to higher
education by household income (scholarshipgrant recipients only)
Figure 2： Relationship between scholarship receipt and feasibilityof advancement to higher education by household income(scholarship grant recipients only)
less than 4 mil yen(n=387)
4 to 6.5 mil yen(n=91)
over 6.5 mil yen(n=63)
All(n=550)□Advancement would be very difficult
impossible□Difficult□Not※“All” includes those whose household income is unknown (n=9)[Source] MEXT “Parents’ survey regarding the
career path of upper secondary school students
FY2019”13
National Institute for Educational Policy Research専門的事項に関する調査研究及び教育活動支援
Research and Education Activities Support relating to Specialized Subjects
Projects of the Education Data Science CenterIn the “12th Proposals of The Council for the Implementation of Education Rebuilding” made in June 2021, a
proposal was presented under the title “The transition to data-driven education: Preparation of infrastructure of
the proposal of policies driven by data.” As part of the promotion of digitization in the national government as awhole, the proposal made a strong demand for the effective andefficient acquisition of various types of data to inform education
policies, in the midst of this transition to data-driven education.
These obtained data should be analyzed with consideration ofvarious academic findings, and the results should be utilized in theestablishment and implementation of effective policies.
To serve as the hub for the analysis, research, and sharing ofresults based on education data in Japan, the Education Data
Science Center was established within NIER in October 2021.
Education data science is a concept that includes not only theuse of statistical and computer sciences, but also their linkage
with education theory and practice. At the Education Data Science
Center, the aim is to assist with the formation of education policies
and practices within schools by engaging in the following:• Infrastructure creation for the sharing of education data andrelated engagements;• Promotion of education data analysis and research;
Source: Invited Lecture at NIER Public Symposium on• Engagements that will support education data analysis and Education and Research FY2021 (Feb. 15, 2022) Sanne
research within the national government and local governments, Smith(Program Director, Education Data Science (MS),
Stanford Graduate School of Education)etc.

Infrastructure creation for the sharing of education data and related
engagements◇ Creation of an education data platform• Creation of a platform for the sharing of survey data and research
results, plus cases studies of engagements in the education field thatwill support the policies and practices of the national and local
governments, etc.
• Examination of a sustainable future image※2022：Experimental version creation (Operation has begun in 2023)
https://edpportal.nier.go.jp/

Promotion of education data analysis and research

Support for education data analysis and research within the national
government and local governments, etc.

◇ CBT (computer-based testing) research projects• Research in such areas as the development of survey questions
that tap into the special characteristics of CBT, and the management
and control of CBT-type questions.

◇ Cooperation and collaboration within NIER and organizations, etc.,◇ Research Project “Study on a framework for academic ability
assessment” (2021-2023) ※ In collaboration with the Curriculum Research Center• Examination of a future image for education data analysis andresearch and pubic academic ability assessments• Examination of implementation methods for academic ability
assessments using CBT and IRT and of the best methods for results
analysis and implementation operations.

◇ Lectures on the use of education data and case-by-case advice for◇Open-call research project (project to promote education
data analysis and research)・Implementation of advanced data-driven education data analysis andoutside NIER concerning the promotion of education data science• Wide-sweeping cooperation and collaboration from the data science
perspective on research pertaining to education policy issues including
academic abilities, student guidance, education disparities, etc.
local governments, etc.
• Preparation and online publication of video lectures for local
government coordinators, and collaboration with the National
Federation of Educational Policy Research Institutes, among others.
• In response to requests from local governments, etc., on an ad hoc
basis, support and advise on the utilization of education data.

research.

14
National Institute for Educational Policy ResearchProjects of the Education Data Science Center【Infrastructure creation for sharing education data and related engagements】◆ Creation of a “public education data platform”

This is the creation of a platform for gathering survey data concerning the status of efforts of local governments, etc., andschools in the field of education as performed by MEXT and NIER, etc., research results, and engagement cases. The aims
are to use data to grasp the current status, identify improvements and readjustments of policies and implementation that canbe realized on the basis of this information, and reinvigorate research that can be linked with the creation of new findings.
We began operating a trial version of the platform (https://edpportal.nier.go.jp/) in April 2023, and plan to enhance thefunctions and data provided going forward, based on the views and requests of boards of education, school stakeholders,and other users.

Data catalog• Searchable lists of the results of various
kinds of surveys administered by MEXT, etc.
• Presentation of procedures, etc., forsurveys to which researchers, etc., cancontribute

Database compiled
based on various
kinds of surveys, etc.

Search system for research results and actual
cases

Database of
research results andactual cases

Data
from
surveysadministeredbytheresponsible divisions andsections of MEXT and NIER,
etc.

• For national research result and engagementcases performed by local governments, etc.,
presentation of searchable displays in an easy tounderstand way that can be utilized effectively to
inform policies and implementation※ArrangementsforR4
investigation of elementary
school and junior high school
stages【Promotion of education data analysis and research】◆ CBT (computer-based testing) research projects * In collaboration with the Curriculum Research Center

Implementation of studies and research concerning the following: survey questions that tap into the special
characteristics of CBT to consider question content and question methods that can more broadly and accurately measurea variety of skills compared with paper-based surveys; the feasibility of using data that leverages automated grading
technology; and question management and control pertaining to CBT-type survey questions.

◆ Project research “Survey research concerning best practices for academic ability assessments” (FY2021-FY2023)“Survey research concerning best practices for academic ability assessments” is being conducted via collaboration between the
Curriculum Research Center and the Education Data Science Center. Here, chiefly under investigation is a future image for publicacademic ability assessments and education data analysis and research suitable for the big data era.
In particular, we will analyze large-scale survey data and data on academic ability in order to develop a concrete impression ofanalysis that also uses the public education data platform, and consider approaches to the use of academic ability survey data with aview to CBT usage.

◆ Open-call research project (project to promote education data analysis and research)Through an open call for submissions, we are conducting advanced data-driven education data analysis and researchthat can serve as model cases, and are implementing a project to ensure the findings are shared widely. In FY2023, weare conducting the following research: (1) pioneering research using big data from education, such as students’ academic
records, and also AI, in order to deliver data-driven teaching and learning in schools; and (2) practical research using
educational data, which will lead to the creation of new insights that contribute to improving and enhancing both theeducation policies of the government and boards of education, and teaching in schools.

【Support for education data analysis and research performed at the national level and within local governments, etc】

◆ Cooperation and collaboration within NIER and with outside organizations, etc., on research to promote education data science

In addition to collaborating with other NIER departments, we are working in partnership with a wide range of bodies,including universities and local governments, on research pertaining to education policy issues from a data science
perspective. As part of these efforts, in October 2022, we concluded an agreement with Shiga University on partnershipand cooperation in the promotion of education data science, and are working on future partnership and cooperation
focused on human resource development and the promotion of data-driven research in the educational field.

◆ Lectures on the use of education data and case-by-case advice for local governments, etc.

In FY2022, as part of a commissioned project, we created a two-video lecture series to improve data usage by boards of education,and plan to support data use by education stakeholders by such means as making these videos available on our website.

15
National Institute for Educational Policy ResearchProjects of the Curriculum Research Center

Projects of the Curriculum Research Center【National Assessment of Academic Ability】

This assessment is carried out by MEXT with the cooperation of the boards of education and incorporated
educational institutions, among others. In order to maintain the equal opportunity of compulsory education ofJapan and to enhance its academic standards, the assessment seeks to examine the outcomes and challenges of
education and educational policies while making improvement therein, by studying and analyzing the current stateof the academic achievement and learning situation of school children at the national level. MEXT has conducted
this assessment since 2007, aiming to establish continuous spiral to check and improve education of this country
by carrying out these practices. Surveys include annual surveys (conducted in all years) and two surveys that are
performed once every three years, namely the “Analysis survey of long-term (i.e., year-on-year) changes,” and the“Survey of parents (guardians).”
In this assessment, NIER is responsible for developing the assessment questions and the related explanatory
materials, analyzing the assessment results, and preparing the reports and compiling examples of lesson ideas.

Outline of Assessment (FY2023)< Schedule >● Tuesday, April 18, 2023
Spoken English survey period: from Tuesday, April 18, 2023 to Friday, May 26, 2023

< Target >● 6th-year pupils from elementary schools, the lower division of compulsory education
schools, and the elementary department of the schools for special needs education.
● 3rd-year students from lower secondary schools, the upper division of compulsory
education schools, the early course of secondary schools and the lower secondary
department of the schools for special needs education.

< Content >● Subject-related research○ Elementary schools: Japanese Language, Arithmetic/Mathematics,○ Lower secondary schools: Japanese Language, Mathematics, English Language
1) Subjects that will impact studies in later grades if not learned early, as well as knowledge
and skills that are essential in daily life and that all students should be able to utilize
regularly.
2) Content pertaining to the ability to create plans to resolve problems, execute them, andevaluate / improve them, as well as the ability to use knowledge and skills in a variety ofsettings in daily life.
Survey items will cover both 1) and 2) above in an integrated manner.

● Paper questionnaires on lifestyle habits and learning environment⃝ Surveys for students: Questions pertain to motivation to learn, study methods, learning
environment, and various aspects of life
(e.g., interest in Japanese classes, degree of understanding of thecontent of classes, the amount of time spent for reading and study
at home, etc.)⃝ Surveys for schools: Questions pertain to teaching methods-related initiatives and building
the proper conditions for education in terms of both personnel andphysical materials(e.g., initiatives to improve classes, teaching techniques,initiatives on school management, collaboration with households /communities, etc.)*T he contents of the assessment test and its explanatory materials, analysis of survey

results and reports, etc. for each year are available on the NIER website.
https://www.nier.go.jp/kaihatsu/zenkokugakuryoku.html (Japanese version only)

16
National Institute for Educational Policy ResearchProjects of the Curriculum Research Center◆ Preparation of explanatory materials, reports and lesson ideas

As soon as the assessment has been carried out, in order to give the boards of education and the schools someidea of the academic ability, learning situation, and challenges, etc. of the students, and moreover, so that the results
will be useful for the process of enhancing and improving the Courses of Study, NIER prepares explanatory materials
that provide a commentary on the purpose of the questions, along with the correct answers and anticipated incorrect
answers for all of the questions relating to the subject, and also summarizes the points to bear in mind whenenhancing and improving educational guidance.
When publishing the results of the assessment, NIER produces a report summarizing the results of our analysis ofeach question, tips for enhancing and improving educational guidance, and examples of lesson ideas, to ensure thatthe results are useful to boards of education and schools, etc. in enhancing and improving their educational policies
and educational guidance.

FY2022 National Assessment of Academic
Ability: Report６１

授業アイディア例

３．学習指導に当たって左のように学習が展開する中で、あらかじめもっている⾃然の事物・現象についての「植物の発芽、成⻑、結実」〜⾃然の事物・現象についてより深く理解する〜

イメージや素朴な概念などを、既習の内容や⽣活経験、学んだことと関連付け、より○ 地層の傾きを主として時間的・空間的な視点で捉え、分析して解釈できるようにする
地層の広がり方を理解する上で、露頭のスケッチの位置関係をルートマップから把握して空間として認識し、分析して解釈することが大切である。
指導に当たっては、例えば、地層モデルや露頭の 360 度パノラマ画像を活用して地層を立
キュウリを⾒たら、花びらのよう 体的に捉え、生徒が試行錯誤しながら広がり方や傾きを考える学習場面を設定することが考えられる。
なものがついていたよ。
スイカの「へそ」にも、花がついその際、露頭に対して自分がどの方位から見ているのかを常に意識して、地層の傾きを分ていたような跡があった。
析して解釈できるようにすることが重要である。

第５学年

花のつくりについて「植物の発芽、成⻑、結実」について学んだことを振り返り、児童があらかじめもっているイメージや素朴な概念などを、より妥当性の⾼いものに更新していく場⾯
⾝の回りのことについて知っていたことや考えていたことが、この学習をしたことによって、より詳しくなったり深まったりしたことはありますか。
先⽣

スイカは種が⼊っているので、実なのだ

ことは知っていましたが、花粉を花から花

対側は、つるが付いていた跡のようなもの

チという昆⾍が販売されていて、ビニール

よく⾒ると、傷跡のようなものが⾒え、反が⾒えました。傷跡のようなところには、
せいやさん

花がついていたのだと思いました。

調べたこと

まきこさん

ビニールハウスで野菜が栽培されていたとは考えていました。スイカの「へそ」をに運び、受粉の⼿助けをするクロマルハナバ
ハウスの中の野菜や果物を育てるのに、役⽴っていることが分かりました。

と 学んだこと

本時の概要

課題の把握 … 複数の露頭のスケッチから、この地域の地層の広がり方や傾きに問題を見いだして、課題を設定し、学習の見通しをもつ。

受粉についてスギの花粉は⾵で運ばれるので、昆⾍が花粉を運ぶ植物よりたくさん
花粉を作るそうです。

を 整理しよう。

課題の探究 … 地図上に露頭のスケッチを立たせて貼り、位置関係を捉える。

地層の広がり方や傾きを空間的な視点で捉える。
スギの受粉は昆⾍ではなく、⾵学習場面の展開例
が⼿助けしているのだね。スギの課題の解決… この地域の地層の広がり方や傾きについて考察する。
花粉といえば、花粉症と関係あると聞いたよ。
たくさんの花粉が⾵で運ばれるから、花粉症になる⼈がたくさんいる学習場面の展開例のかもしれないね。

風やこん虫などによって花粉が運ばれて受粉し結実する植物もあるの位置関係を立体的に把握しましょう。

花にはおしべやめしべなどがある

友達の考えや意⾒によって、さらに深まった「植物の発芽、成⻑、結実」に関係する考えを、発表しましょう。
先生

サヤエンドウは⾷べ物としか思っていま

トウモロコシの⾷べる部分は、実なのだろうとせんでした。でも、筋取りを⼿伝っていた

何となく思っていました。学習したことを基に⾒はめしべのようなもの、中には種⼦のようているので、めしべなのではないかと予想しましなものを⾒つけました。サヤエンドウは花
まさひろさんの後にできた実なのだと思いました。

直すと、トウモロコシの「ひげ」は、実につながった。調べてみると、めしべということが分かりました。実と同じ数だけ「ひげ」があるそうです。

たかこさん

実 については食 べ物 としか考 え

ビニールハウスで育 てる植 物 のていませんでしたが、めしべのもと

受 粉 については考 えていませんでがふくらんで実 になるという学 習 をした が 、 受 粉 の 助 け に な る ク ロ マ

通して、身の回りの自然や生活とのル ハナバチというこん虫について知つながりがたくさん見 つけられてることができました。花 粉 が少 ない

おどろきました。花 と実は直 接 関 係

スギの受 粉 や結 実 について興 味 をがないと思っていましたが、とても関もったので、これからも調 べていき係が深いと分かりました。

たいです。

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2020_報告書_小学校_理科_Hyo14.indd

1

ポイント〇 地図上に露頭のスケッチを立たせて貼ることで、方位と露頭の位置関係が明確になり、観察した地域を俯瞰して見ることができるようになる。
〇 教科書やノートなど教室にあるもので、地域に広がる地層の様子を空間的な視点で捉えることができる。

灰色の凝灰岩の層

持ち上げる

実際の露頭を上から見ているようで、どの方位から露頭を⼀⼈⼀⼈がもっていたイメージや素朴な概念などを、既習の内容や⽣活経験、
スケッチしたのかがよく分かります。
学んだことと意味付けたり関連付けたりして、より妥当性の⾼いものに更新してい灰色の凝灰岩の層は、どのようにつながっているのかな。
くことで、⾃然の事物・現象についてより深く理解できるようにすることが⼤切である。

タブレット型端末などを活⽤して、実際に調べたことを撮影した映像やインター
ネットの情報を基に調べたことについて共有し、それらや学んだことを並べ替えたり線で結んだりして整理できるようにすることが⼤切である。

01-76_2020_報告書_小学校_理科.indd

灰色の凝灰岩の層は、南からは水平に見えるけれど、東からは傾いて見えます。つまり、この付近の地層は北から南に下がるように傾いていると考えられます。

花粉が少ないスギもあるそうだ
よ。それだと受粉するのが難しくなりそう。どうやって、結実するスケッチをルートマップ上の露頭の位置に置いて貼り、持ち上げて露頭のかな。

実の中に種子ができる

とき「がく」のようなもの、その反対側に先生

めしべのもとがふくらんで、
キュウリやスイカの⾷べる部分になっていたと考えられるね。 授業アイディア例
めしべのもとがふくらんで、実になった例がたくさん⾒つかって驚い＜一つの地層を複数の方位から捉え、広がり方や傾きを考える＞
た。他の野菜や果物にも、花の跡が⾒られるのかな。調べてみたい。

れいこさん

てつやさん

花粉がめしべの先に付くとめしべのもとが実になる

それでは、教科書やノートを地層に見立て、色の濃いノートを灰色の凝灰岩の層として、地層の広がり方を調べ、傾きを方位で考えましょう。

妥当な考えにしている例

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20:48:20

2022/08/04

14:39:07◆ Engagements toward the active utilization of survey results◯ Holding of nationwide explanatory meetingsB ased on the results of the nationwide academic abilities and learning status surveys, NIER and MEXT co-hostnationwide explanatory meetings. The aim is to provide references for persons connected with each local boardof education, etc., for the improvement and shoring up of learning-related guidance and teaching. The FY2022
meeting was held online on August 22, 2022, with around 880 participants. Materials and explanatory videos
related to the explanatory meetings are posted on the NIER website.

◆ Engagements toward CBT-based surveys

Here, we undertake question development, etc., to enable and support the introduction of CBT. We also conduct,in collaboration with the Education Data Science Center, surveys and research pertaining to optimal measurement
methods that use CBT characteristics, etc.

◆ Research Project ”Study on a framework for academic ability assessment”
FY2021-FY2023 (See p.7)

17
National Institute for Educational Policy ResearchProjects of the Curriculum Research Center【Research-Designated Schools Project】

We undertake the “Project for Verifying Education Curriculum Implementation at Cooperating Schools.” This project
collects information for enhancing and reinforcing education curriculum standards within each school. In FY2022, wereceived materials for a working report on this project based on the respective research themes.

FY2022 Cooperating Schools of Curriculum Practice Verification Project
Research themes

Themes concerning education curricula for each school subject,
etc.

Number of cooperating
291

Themes for E-Assessment
Frame A: Creation and development of questions for CBT-typesurveys, and collection of information regarding usage withinclassrooms, the effects thereof, etc.
Frame B: Practical research on questions for CBT-type surveys
regarding the nationwide academic abilities and learning statussurveys
Practical verification with a view to the envisaged
future use of CBT for academic ability surveys

20
7
5

Themes for the whole school to work on
Curriculum Management
Fostering of the Dispositions and Abilities Needed to Respond to
Various Contemporary Issues
Remote Area Education

2
5
5● Promoting Dissemination of Research Results

We plan to publish the “FY2022 Report on Practices in the Project for Verifying Education Curriculum
Implementation at Cooperating Schools” on the NIER website. The aim is to share with the wider public the outcomesof the Project for Verifying Education Curriculum Implementation at Cooperating Schools. In FY2022, within the B
framework of “Themes Concerning E-Assessments” (Practical verification with a view to the envisaged future useof CBT for academic ability surveys), we invited cooperating upper secondary schools to engage with practicequestions and test questions, examples of which are provided below.

【Compilation of Teaching Materials and Examples】

In order to contribute to improving teaching standards, we compile teaching materials and case studies on issuesof particular importance and current topics. In June 2019, we published resources for teachers in the form of “TheHandbook on the Method of Learning Evaluation: Elementary and Lower Secondary School Edition” and “TheHandbook on the Method of Learning Evaluation: Upper Secondary School Edition” (see page 20). In addition, we
published “Reference Materials for Learning Evaluation for ‘Integration of Teaching and Evaluation’” (Elementary andLower Secondary School edition) (see page 19) in March 2020,“Reference Materials on Learning Evaluations for the‘Integration of Teaching and Evaluation’” (Upper Secondary School edition) (see page 20) in August 2021 for eachsubject.
In April 2022, we released “Videos on Elementary School Special Activities” (see page 21), a comprehensive
collection designed for both elementary school students and teachers. In May 2023, we introduced an inclusive
edition of a pamphlet titled “Special Activities to Foster School Culture” (see page 21), tailored specifically forteachers working with both lower and upper secondary school students.

18
National Institute for Educational Policy ResearchProjects of the Curriculum Research Center◇ Purpose of Preparation
With regard to the learning evaluation corresponding to the revised Courses of Study for 2017 and 2018, thefundamental concepts and specific improvement directions are outlined in the “Implementation of Evaluation
for Children’s Learning (Report)” (hereinafter referred to as the “Report”) by the Curriculum Section, Primary andSecondary Education Subcommittee, Central Education Council, Ministry of Education, Culture, Sports, Science andTechnology. Additionally, the Director-General of the Elementary and Secondary Education Bureau of the Ministryof Education, Culture, Sports, Science and Technology issued a notification titled “Evaluation of Children’s Learning
and Student Records in Elementary Schools, Lower Secondary Schools, Upper Secondary Schools and Schools For
Special Needs Education (Notification)” (hereinafter referred to as the “Notification of Improvement”). The Curriculum
Research Center of the National Institute for Educational Policy Research has compiled materials, “The Handbook
on the Method of Learning Evaluation: Elementary and Lower Secondary School Edition” and “The Handbook on
the Method of Learning Evaluation: Upper Secondary School Edition.” These materials summarize the principles anddirections regarding learning evaluation as outlined in the Report and the Notification of Improvement. They havebeen distributed nationwide to boards of education, elementary schools, lower secondary and upper secondary
schools, and schools for special needs education.
In addition, NIER has prepared, “Reference Materials on Learning Evaluations for the ‘Integration of Teachingand Evaluation.” These materials are designed for teachers and elucidate the fundamental principles of learning
evaluations. They provide insights into the procedures for creating evaluation criteria for each subject, along with
examples of specific evaluation methods.
Furthermore, as part of our ongoing commitment to improve and enhance teaching in the context of special
activities at elementary, lower secondary, and upper secondary schools, we produced “Videos on Elementary School
Special Activities.” This set of videos relates to the class (grade) activity content (1)-(3) shown in the Special Activities
Edition of the “Explanations of 2017 amendments to the Courses of Study for elementary schools.”
We have also created pamphlets that concisely and clearly present the content of these visual materials. The
intention is to encourage more active utilization in class (grade) activities in elementary schools and during training
sessions organized by boards of education, among other events. These informative pamphlets have been distributed
nationwide to boards of education, elementary schools, special support schools, etc.
The combined secondary school edition of “Special Activities to Foster School Culture” offers specific examples ofclass activities, homeroom activities, student council activities, and school events, along with a Q&A section. These
examples are thoughtfully aligned with the purposes outlined in the Courses of Study.
These teaching materials and examples are made available on NIER’s website (https://www.nier.go.jp/kaihatsu/
shidousiryou.html). Furthermore, both “Reference Materials for Learning Evaluation for ‘Integration of Teachingand Evaluation’” and “Special Activities to Foster School Culture” (Combined Secondary School Edition) are also
accessible as hard copies to purchase at bookstores.

◆ “Reference Materials on Learning Evaluations for the ‘Integration of Teaching and
Evaluation’ ”(Elementary and Lower Secondary School Version) Published in March 2020
[Contents]

1. Reviewi. Improvement of Learning Evaluations Based on the 2017 Revision
ii. Basic Flow of Learning Evaluation
2. Procedure for Creating “Evaluation Criteria for Each Set of Contents”
3. Learning Evaluation for Each Unit/Material (Examples)i. Creation of Evaluation Criteria Based on the Concept of “Evaluation Criteria for EachSet of Contents”
ii. Examples of Learning Evaluation
Additional Materials(Publication of 22 types including elementary and lower secondary school subjects)

19
National Institute for Educational Policy ResearchProjects of the Curriculum Research Center◆ “Reference Materials on Learning Evaluations for the ‘Integration of Teachingand Evaluation’” (Upper Secondary School Version) Published in August 2021
[Contents]

1. Reviewi. Improvement of Learning Evaluations Based on the 2018 Revision
ii. Basic Flow of Learning Evaluation
2. Procedure for Creating “Evaluation Criteria for Each Set of Contents”
3. Learning Evaluation for Each Unit/Material (Examples)i. Creation of Evaluation Criteria Based on the Concept of “Evaluation Criteria for
Each Set of Contents”
ii. Examples of Learning Evaluation
Additional Materials(Publication of 16 types of high school common subjects and 8 typesof specialized subjects)◆ “The Handbook on the Method of Learning Evaluation”(Elementary and Lower Secondary School Edition)(Upper Secondary School Edition) Published in June 2019
[Basic Concept of Learning Evaluation]

Learning Evaluation Handbook (Elementary and Lower
Secondary School Edition, Upper Secondary School Edition)[Contents] (Elementary and Lower Secondary School Edition)○ Courses of Study, Courses of Study Commentary○ Basic Concept of Learning Evaluation○ Basic Structure of Learning Evaluation○ Evaluation of Morality Period, Foreign Language Activities, General Study Time and Special Activities○ Evaluation of Learning Situations According to Perspectives○ Enhancement of Learning Evaluation○ Q&A - Answering Questions from Teachers

20
National Institute for Educational Policy ResearchProjects of the Curriculum Research Center◆ “Videos on Elementary School Classroom Activities” publishedin April 2022
[Contents]○ L et’s hold class (grade) meetings!
(First-period meetings for new classes)
 et’s hold class (grade) meetings!
○L○ H ow to perform work in a planningcommittee○ H o w t o i m p r o v e t h e q u a l i t y o f
discussions○ Let’s perform related activities!
 et’s hold all-class (grade) meetings!
○L○ P ointers for guiding class (grade)
activities (1)(Class [grade] edition and related activities
and all-class [grade] meeting activities
edition)○ Keeping your surroundings neat andclean○ H ow to eat without having strong
likes or dislikes○ The importance of friends○ H o w t o p r o t e c t y o u r s e l f f r o m
infections○ How to use SNS sites, etc., properly○ P ointers for guiding class (grade)
activities (2)○ The work of a class leader (tōban)○ How to improve your learning skills○ P ointers for guiding class (grade)
activities (3)◆ “Special Activities to Foster School Culture”(Combined Secondary School Edition ) published in May 2023
1

2[Contents]
・What are special activities?
・School management and special
activities
・The verification and improvement
cycle in special activities
・Special activities as the key tocareers education
・Class and homeroom activities
・What creative approaches areneeded in student-led discussion
activities?
・What are the points to be awareof in terms of the connection tomoral education?

3

・Student council activities
・What is the significance andpurpose of student council
activities?
・What is the significance of student
council general meetings andpoints to bear in mind from ateaching perspective?

4・School events
・How can school events be used tofoster school culture?
・What specific approaches
should be taken to reflecting on
experiences in the context ofschool events?

【Survey on the Status of Implementation of the Courses of Study】

By monitoring and analyzing the status of students’ learning achievement and the status of related teaching inlight of the goals and contents of each subject within the Courses of Study, the Center conducted sampling surveys
at elementary schools in FY2012-FY2013, lower secondary schools in FY2013, and upper secondary schools in
FY2015. These surveys are aimed at gathering fundamental data and materials essential for the subsequent revisionof the Courses of Study. Regarding the survey based on the new course of study (announced in 2017 and 2018),
we conducted a sampling survey in elementary schools in FY2022. Further surveys are planned, focusing on lower
secondary schools in FY2023 and upper secondary schools in FY2024.
○ Content of the Survey
We conducted a paper test survey based on the following 1 to 3 for each subject. In addition, we conductedquestionnaires for children, teachers, and principals, ensuring a holistic understanding of the educational landscape.
1 Items listed in the basic concept of the current revision; main improvements on each subject etc.
Example: Development of the ability to think, the ability to make decisions and the ability to express oneself;enrichment of language activities etc.
2 Items newly introduced through the current revision and matters transferred beyond the border of school
grades and types
3 Items indicated as problems in the past and items requiring understanding and analysis from a comparative,
year-to-year perspective, etc.
(https://www.nier.go.jp/kaihatsu/cs_chosa.html) Available in Japanese version only

21
National Institute for Educational Policy ResearchProjects of the Guidance and Counseling Research Center

Projects of the Guidance and Counseling Research Center【Research studies on student guidance】
We are conducting research studies to contribute toprevention and early responses to bullying and school
refusal pursuant to enforcement of the act advancing
measures to prevent bullying and the act concerning
the securing of educational opportunities equivalent toordinary education at the stage of compulsory education(Act on securing educational opportunities).

◆ Research on Bullying

To properly deal with the problem of bullying, it isnecessary to understand the actual situation and createknowledge based on it. For this reason, we have been
conducting a follow-up survey every three years in a
specific region in Japan using the method of directly
asking the students about the actual situation ofexperiences of victimization and perpetration of bullying,
and arranged and published the knowledge obtained
from them in the “Student Guidance Support Materials”.
For example, as “Student Guidance Support Materials
7 “Initiatives against Bullying2’” we published the twomaterials: (1) “FY2016-FY2018 Follow-up Survey on
Bullying”, which analyzed the data of the follow-up
survey of FY2016-FY2018, and (2) “Supplementary issueof the Student Guidance Leaflet: Creating a bullying-freeclassroom 3- development of countermeasures toward
more effective practices under fundamental policies andtheir implementation”.

“ Student Guidance Support Materials 7: Initiatives against Bullying
2”◆ Research on School Refusal

Tapping into the outcomes of our “Survey andresearch project for the creation of inviting and engaging
schools,” which ran until FY2022, we will conduct a new
project entitled “Survey and research project on student
guidance to support children’s development,” which
will examine approaches to developmentally supportive
student guidance and issue-focused preventive student
guidance, taking into account the purposes of the
Courses of Study and the Student Guidance Manual.
Specifically, this project aims to overcome the challengesof student guidance by creating schools that are invitingand engaging for students and teachers alike. It seeks
to do so by creating comfortable places and promoting
bonding via proactive student guidance practice atelementary, lower secondary, and upper secondary
schools, based on a theme selected by the designatedcommunity from among the following four options:(1) team schools; (2) special activities; (3) curriculum

management; and (4) careers education.
Past efforts as part of the “Survey and research
project for the creation of inviting and engaging schools”
significantly reduced the number of school refusal
students in areas where the initiatives were implemented.
Via the project, we have confirmed the effectivenessof the following two approaches: (1) operating the
PDCA cycle three times a year (by implementing anawareness survey among students, having teachersand staff discuss the results, and then setting tasks/
goals → putting initiatives into practice → checking theoutcomes → revising the tasks/goals/initiatives); and(2) categorizing each school refusal case into cases
continued from the previous school year and new refusal
cases, and implementing measures tailored to therelevant category.
During the previous project, we published guidancematerials regarding the following: how to understand thenumber of students refusing to come to school in orderto gain a precise grasp of the current status of school
refusal; how to collect data that supervisors of boards ofeducation need to provide precise guidance tailored tothe community-wide situation and the status of school
refusal at the individual school; and perspectives forproviding guidance and advice based on such data. We
will leverage these materials in practical studies as partof the new project.

◆ Research on the student guidancesystemTo empirically clarify the characteristics of teaching andguidance systems at schools that are creating favorable
environments for young students and fostering social
skills (including those that will prevent psychologicaldamage and physical injury due to bullying) as well as atschools that have enjoyed a certain degree of success interms of fostering love and respect for the school and aspirit of conscious belonging among students, NIER has
been conducting surveys and research since FY2019. In
March 2022, we published the survey results for FY2019
as the interim report.

◆ Dissemination of outcomes, etc.

Our research outcomes are published through research
reports and short leaflets. The series of leaflet named as“Student Guidance Leaf”, which summarizes important
points of research outcome. We issued three typesof “leaf” working with the National Institute of Special
Needs Education, in July 2020. The “Student Guidance
Leaf S” is a revised edition of the previously issued“Student Guidance Leaf,” which places more emphasison special needs education (“S” of “Student Guidance
Leaf S” refers to “S” of “Special needs education”). The“Council to Promote Student Guidance Research” isheld around June every year for the staff in charge ofstudent guidance of the prefectural/municipal boards ofeducation (held online in July 2022).

22
National Institute for Educational Policy ResearchProjects of the Guidance and Counseling Research Center【Research on social and emotional skills】
Previous studies have revealed that both cognitive and noncognitive skills have important roles in our everyday lives. The"cognitive skills" contain numeracy, literacy, reasoning and logicalthinking etc., skills other than intellectual have been called as "noncognitive skills". We conducted three researches on children’s"non-cognitive skills", focusing specifically on social and emotional
skills.

◆ L iterature review on “social andemotional skills”

Guidance and Counseling Leaf S series【Research on careers guidance】
Through the revision of the courses of study, careers
education has been clearly positioned from elementary
school through to upper secondary school. We
have been working to create knowledge and raisingawareness for further promotion.

◆ Comprehensive research on careers education

In order to understand the actual situation of careers
education in elementary and secondary educationin Japan, we have been carrying out comprehensive
research once every seven years. The answers wereanalyzed to clarify the awareness of current students
regarding careers education, and to obtain basic
materials for improving and enhancing future careers
education. Most recently, we prepared and published theresults of the research conducted in FY2019 as the firstreport in March 2020 and we conducted a more detailed
analysis and compiled a second report in October, 2021.

◆ Survey on Implementation of Work Experienceand Internships

The Center conducts surveys every year surveying
national, public and private lower secondary and upper
secondary schools across the country on the status of
implementation categorized by grade, period, subject andposition in the curriculum in order to gauge the trends inthe nationwide implementation status of work experienceand internships. The survey results for FY2019 aresummarized in FY2021.

◆ Dissemination of results, etc.

In order to further disseminate careers education, we
have been issuing leaflets that provide narrowed down
explanations and suggestions, and leaflets dedicated to“career passports” whose use is clarified in the revisionof the courses of study.
In addition, the “National Careers Education/Course
Guidance Research Council” is held every year for staff
in charge of careers education/academic path guidanceof the prefectural/Cabinet order designated city boardsof education and elementary, lower secondary and upper
secondary schools (held online in October 2022).

Our reports have presented overviews and summaries
of empirical research regarding “social and emotional
competence” (see the figure below). This competence
includes various skills, abilities, competencies, characteristics,
attitudes and traits. We have reviewed the developmental
feature from infancy to adolescence, and have shown over
60 competences and those measurements. We reported
on these findings in our "Report on the development of
non-cognitive (social and emotional) skills and scientificexamination methods" (March 2017).
Social and Emotional Competence
Self-understanding and selfconcept- Self-consciousness- Self-control- Self-esteem- Self-efficacy- Emotional control- Stress coping- Resilience- Motivation etc.

Self

OthersInterpersonal
Relationships

Understanding and caring
about others- Understanding of others’
emotion, intention, and beliefs- Perspective-taking etc.

Development and maintaining
relationships- Empathy- Prosocial behavior- Emotional expression- Respect- Trust etc.

◆ Survey on the social and emotional
skills of Japanese students

From FY2015 to FY2016, we conducted a longitudinalsurvey of over 10,000 elementary, lower and secondary
school students. This study measured students’ emotional
expression and understanding, self-esteem, motivation,
prosocial behavior, peer relationship, etc. The results
showed that developmental change of these variables
were relatively stable, several variables like self-esteem andlearning motivation slightly decreased as the age go up. It
was considered that the "lack of increase" or "decrease" inskills reflected the students' exploration of self and goals inadolescence.

◆ Study on the development ofsocial and emotional skills and theenvironmental impacts (see p.6)
* The full text of the Guidance and Counseling ResearchCenter research reports and leaflets is available at our
website.
(https://www.nier.go.jp/04_kenkyu_annai/div09-shido.html).

Career education leaflet: Special edition featuring Career
Passport Vol.9-10 (published in FY2022)

23

National Institute for Educational Policy ResearchProjects of the Early Childhood Education Research Center

Projects of the Early Childhood Education Research Center
The Early Childhood Education Research Center is the national hub for surveys andresearch concerning early childhood education closely related to policy making. The Centeris in charge of (1) promoting surveys and research on early childhood education, (2) building
research networks, and (3) disseminating research findings.

Promoting
ECEC Research andSurveyBuildinga Research Network

Disseminating
Research Findings【Promoting Research and Surveys】◆ OECD Starting Strong Teaching and
Learning International Survey (TALIS
Starting Strong)◆S tudy on formulating the basis for
quality education in the transition fromearly childhood to primary education(FY2023-FY2025)

The Center is responsible for the implementation
and analyses of this OECD’s first international survey
2018 in Japan. This survey aims to contribute topolicymaking by providing international comparisonso f s u c h m a t t e r s a s s t a ff p r a c t i c e s , w o r k i n genvironments, and professional development. The
Center conducted the first survey among around220 kindergartens, day-care centers, and integrated
centers for early childhood education and care in
Japan, with the cooperation of MEXT, the Ministry of
Health, Labour and Welfare, and the Cabinet Office.
NIER analyzed the survey results and published theJapanese version of the reports titled: “International
Comparison of Early Childhood Education and Care”
vol.1：For High Quality Early Childhood Education
and Care” and “International Comparison of Early
Childhood Education and Care” vol.2: Improving
Attractiveness and Professionality of the Work”. The
survey results indicate the characteristics of ECEC
in Japan, for example: in international comparison,
ECEC workers in Japan make more efforts to “lower
their eye level to those of children’s when they talkand listen to them.”
In collaboration with MEXT and the Children andFamilies Agency (CFA), we are currently preparing
for the second survey, which is due to take place in
2024.

We will conduct research of systems that assuresquality education in the transition from early childhood
education and care (ECEC) to primary education,
taking into account the diversity of children, in orderto gain knowledge about the quality of ECEC and thesuccessful transition from early childhood to primaryeducation.
S p e c i f i c a l l y, w e w i l l e x a m i n e f r o m t h r e eperspectives: (1) the roles and functions of local
government early childhood education centers in thetransition from early childhood to primary education;(2) international comparisons of the transition
from early childhood to primary education; and (3)children’s growth and learning during the transition
from early childhood to primary education.

◆ Study on growth and learning, and thequality of the learning process from
infancy (FY2017-FY2022)
We conducted longitudinal questionnaires andvarious tests on early childhood and primary school
children from three and seven years old (second
grade of primary school) to examine the developmentof social-emotional skills, cognitive skills, and life
skills, and the relations with the family environment
and the involvement of ECEC staff and primaryschool teachers.
In addition, we examined and developed a draft
assessment scale for process quality in the context
of ECEC in Japan, incorporating insights frominternational quality assessment scales, referring toJapanese curricula such as the National CurriculumStandard for Kindergartens, and reflecting the viewsof ECEC leaders and staff. We then proposed how it
could be used.

24
National Institute for Educational Policy ResearchProjects of the Early Childhood Education Research Center【Building a Research Network】
We cooperate and collaborate in research activities and information exchange with various research institutes,
including universities, international organizations such as the OECD, local governments, kindergartens, day-care
centers, integrated centers for ECEC, associations, and private think tanks, with respect to their characteristics andstrengths.

【Disseminating Research Findings】

symposium on educational research based on the
results of our research project, “Study on growth andlearning, and the quality of the learning process from
infancy”, which ran through FY2022.
The website of the Early Childhood Education
Research Center presents a summary and overview
of engagements, including surveys and research,performed by the Center. The website also presents
research reports from the Center on early childhood
education for use as information related to researchand training. Here, one can also find reports compiled
by local governments, etc., about a curriculum forbridging the preschool and elementary school period,
links to training videos concerning early childhood
education, and a host of other key resources. Further,
the website links to information on early childhood
education presented by universities, research
institutes, and interested government ministries andagencies, etc.
(https://www.nier.go.jp/youji_kyouiku_kenkyuu_
center/y_index.html)

We disseminate our research findings and otherrelevant research information to multiple types andlevels of ECEC actors, including local governments
and ECEC stakeholders via our website or atconferences and symposiums.
Thus far, we held an educational research open
symposium (January 16, 2017: 388 participants)
commemorating the inauguration of this Centerand the milestone of 140 years of early childhood
education in Japan, also held another research
symposium on the outcomes of the project research
conducted up until FY2016: “Study on Growing and
Learning during the Transitional Period from Preprimary to Primary Education and the Quality of
Education and Care in Early Childhood” (October27, 2017: 220 participants) and based on the
results of the “OECD Starting Strong Teaching and
Learning International Survey”, an educational reform
symposium was held (300 participants on February
20, 2020). In FY2023, we plan to hold an open

Logo of the Center25
National Institute for Educational Policy ResearchProjects of the Practical Social Education Research Center

Projects of the Practical Social Education Research Center【Research Programs】◆ Research on ICT usage in social education
facilities and how future training should be.
In September 2020, the Lifelong Learning Subcommittee of the
MEXT Central Education Council presented its “Summary report on
10th phase discussions within the Lifelong Learning Subcommitteeof the Central Education Council.” On this basis, we will conductfact-finding surveys in cooperation with a variety of entities todetermine how ICT is being used. And then to identify concepts
and practices that will enable engagements that can lead to therealization of a society where all lives are protected and no one isleft behind. We will also conduct research to ascertain the effects
and orientations of the utilization and engagements.

◆R esearch on the development of learning
content to contribute to the improvementof the Social Education Supervisor
training course（FY2020-FY2022)
In order to encourage the placement of Social Education
Supervisors in local governments, we have published a reporton matters of the possibility for making the most of e-learning
and ICT in the Social Education Supervisor Training Course, thedevelopment of new learning content and others on the Internet
so that we could create of an environment that makes it easierfor individuals to take the Social Education Supervisor Training
Course, and encourage more effective learning by training course
participants.
https://www.nier.go.jp/jissen/chosa/houkokusyo1-r04.
htm#research-01

 esearch on social education and volunteer◆R
works for promoting the realization of 【Training Projects】
convivial and inclusive society
We jointly host together with MEXT and Agency for Cultural
We will conduct fact-finding surveys to identify examplesof volunteer works, as well as the current status of projects,
undertaken by local (regional) public organizations, especiallyregarding “social education for promoting the realization ofconvivial and inclusive society.” We are simultaneously undertaking
research on way of being social education that will support theroles and the orientations.

◆B asic surveys concerning the current status of
the placement of Social Education Supervisors
and related promotion of activities

Affairs lectures to upgrade skills of social education instructors
such as the Specialist Course for the Staff of Community Learning
Centers, the Specialist Course for Librarians, the Training Course
for Senior Museum Managers and the Specialist Course forSocial Education Supervisors, and also hold the Social Education
Supervisor Training Course aimed at granting qualifications tosocial education supervisors as entrusted by MEXT.
In these training projects, some courses and classes are provided
online.

In August 2022, the Lifelong Learning Subcommittee of the
MEXT Central Education Council presented its “Summary report on
11th phase discussions within the Lifelong Learning Subcommitteeof the Central Education Council.” On this basis, we will conductfact-finding surveys concerning those who completed the Social
Education Supervisor Training Course between FY2020 and
FY2022, and the status of the placement of Social Education
Supervisors in local governments.

FY2022 Social Education Supervisor Training Course［B］（social education exercise）

26
National Institute for Educational Policy ResearchProjects of the Practical Social Education Research Center【Seminars and Networking Events】
In order to promote mutual collaboration and cooperation among
Lifelong Learning Centers, etc., we have a “Networking Eventfor Lifelong Learning Centers across the Country” which brings
together the staff of the Lifelong Learning Centers from around thecountry. This Network enables the staff to research and discusson the problems that they face. We also have seminars that deal
with current issues in education. As the main seminar, we have “theVolunteer Seminar to Improve Regional Educational Capabilities”
that deals with the resolution of regional problems and that also
deal with the promotion of regional cooperative networks between
schools, households, and communities. In this seminar, theparticipants discuss the idea of social education projects.
In these seminars and networking events are conducted online.

【National Center for the Promotion ofExperiential and Volunteer Activities】

FY2022 Networking Event for Lifelong Learning Centers
across the Country（lecture and case study）

National Center for the Promotion of Experiential and Volunteer
Activities was established with the aim of improving the functionsof information collection and provision relating to volunteer
activities around the country, disseminating research results to
support volunteer centers around the country, promoting projects
relating to experiential activities and volunteer activities, andensuring their adoption in each region.

【Development / Preparation of Training
Materials, etc.】
We develop and prepare teaching materials useful for the trainingof social education instructors. In addition, we produce a social
education information program called Shaken no mado (Window ofresearch on social education), which introduces practical examples
of social education projects throughout the country. We willcontinue to broadcast this over the Internet in order to be used bypeople involved in social education.

Reference relating to the promotion of collaborative activities
between the local community and schools

FY2022 Social education information program –Shaken no mado (Window of research on social education)
https://www.nier.go.jp/jissen/el-Net/R04/index.html

27
National Institute for Educational Policy ResearchProjects of the Educational Facilities Research Center

Projects of the Educational Facilities Research Center【B asic and Specialized Study relating to
Educational Facilities】◆ School spaces from the viewpoint ofrecognition of safety and security ofstudents
With the aim of contributing to policies and measures fordeveloping safe and secure school facilities, we conducted aquestionnaire survey to grasp how school users, such as students
and teachers, recognize safety at school (e.g., prevention of daily
accidents, crime and disasters at school), and how boards ofeducation and schools work together to ensure safety and security.
We also investigated and analyzed the relation between school
users’ awareness of the occurrence of accidents and the numberof accidents that actually occurred, by using data on paymentof mutual aid benefits for disasters compiled by the Japan SportCouncil.
The report of this study (March 2021) clarifies the awareness ofschool users and boards of education and the measures they take,and serves as reference material for local governments regarding
the points that need to be improved.
https://www.nier.go.jp/05_kenkyu_seika/pdf_seika/
r02/r0303-01_honbun.pdf◆L earning spaces from the perspective ofactive learning

We study and analyze the facilities and equipment that support
initiatives to improve classes and achieve “independent, interactive,and deep learning”. Through this research, we aim to contributereference material for facilities and equipment located at schools
and for educational facility policy planning based on the new
Government Curriculum Guidelines.
S p e c i f i c a l l y, w e d i s t r i b u t e d a p a p e r q u e s t i o n n a i re a t
approximately 60 public elementary and lower secondary schools
actively working to improve classes. In addition, Center personnel
visited some of the schools to conduct in-person interviews. We
used the results of this study and the interviews to analyze learningspace usage and evaluations as well as the factors that influenceteaching staff’s evaluations. Based on that, it analyzed theissues and problems concerning learning spaces from the broad
perspective of school management and compiled that analysis into
a report. (March 2019)
This report now serves as a reference resource on active
learning for local governments throughout Japan, including ways
to make use of learning spaces and important notes regarding
facilities and equipment in the future ahead.
https://www.nier.go.jp/shisetsu/pdf/20190409-02.pdf◆F acility planning of compulsory education
schools

With the institutionalization of the “compulsory education
school,” a new type of school that integrates nine years ofcompulsory education, MEXT in July 2015 released important
points pertaining to the basic approach, planning, and design ofschool facilities appropriate for integrated elementary and lower
secondary education.
This research examined what sort of facility construction took
place at schools in comparison with these important points.
Further, we studied the actual effects of facilities and equipment at
integrated schools on students’ learning and living environments aswell as teachers’ management environment. The study also lookedat actual costs and other aspects of such facilities and equipment.
Through this, we aimed to contribute to the process of facility
planning and design of integrated schools conducted by thosebuilding such schools.
In this study, we conducted a questionnaire survey among
students and teaching staff at approximately 200 Japanese
integrated public schools (elementary and lower secondary) thatwere considered to have made a certain level of progress in termsof management initiatives. We also conducted on-site surveys atseveral of the schools. The survey results clarified the effects offacilities, equipment, and facilities-related techniques as viewed
through the lens of satisfaction.
The report produced by this study (March 2018) serves asa reference material for local governments throughout Japanon managerial and facilities-related techniques for use whenconstructing an integrated elementary and lower secondary school.
https://www.nier.go.jp/shisetsu/pdf/compulsory_education_schools_h3008.pdf◆R econstruction process of the school
facilities from disasters

We conducted a survey on the reconstruction process of theschool facilities, which had relocated or taken other measures withthe cooperation of the municipalities that had suffered damage
from the tsunami following the Great East Japan Earthquake andhad had to undergo reconstruction. The aim of the study was
to contribute to the creation of safe and stable schools that areresistant to disasters in areas where tsunami damage is possible in
the future.
The results of the survey showed the importance of the roleof the school facilities in the local community, of collaboration
between reconstruction of the school facilities and town
development, and the participation of experts in the school
facilities recovery process.
The study’s report (March 2017) is intended to be useful asreference materials for local governments throughout the country
as information on relocation planning and a system for reviewing
relocation plans.
https://www.nier.go.jp/shisetsu/pdf/Process_of_School_
Facilities_Reconstruction01.pdf◆ S chool facilities for the building of an
inclusive education system
Children with disabilities, who were previously enrolled inschools for special needs education, will be able to use ordinary
school facilities such as the ordinary classrooms of public
elementary and lower secondary schools, and therefore we
conducted a survey on the “reasonable accommodation” according
to the type of disability, for the purpose of providing the findings
as reference material for the national and local governments.
The findings were compiled as points to bear in mind whenproviding reasonable accommodation in terms of the facilities andequipment. (March 2016)
In addition, we created “The school facility database supportingthe construction of an inclusive education system (inc. school
facility database)” that allows the type of disability, the enrollment
status of the students, and the status of maintenance of the facility
and equipment to be searched.
Example from the school facility database supporting the construction of an
inclusive education system

The database is available on our website.
https://www.nier.go.jp/04_kenkyu_annai/shisetsuDB/index.html

28
National Institute for Educational Policy ResearchProjects of the Educational Facilities Research Center◆E xamples of utilization of renewable energy inschool facilities

Countermeasures to global warming are one of the mostimportant tasks that countries around the world should collectively
address, and such measures are required to further promote efforts
towards a low-carbon society. To that end, we need to further
promote environmentally conscious school facility (eco-school)
construction and development that also includes the existing
facilities.
With regard to the schools in the four municipalities undertaking
the Super Eco-School Demonstration Program (MEXT, from
FY2012 to FY2014) which aimed at achieving zero-energy
schools, we collected data on the performance of buildings andthe specification of equipment, the actual conditions of use, andthe amount of energy used before and after the renovation, andanalyzed the correlation of the particulars of the renovation or theconditions of use with the amount of energy used. We compiled
the analysis results into a report for each school (from FY2016 toFY2019). In the report, we indicated how energy is used at eachschool and the challenges to be tackled in order to give moreconsideration to the environment.
In FY2020, we conducted an interview with each school on thestatus of response to the challenges mentioned above and thecurrent status of energy use, and compiled a follow-up report. This
report presents the observations and recommendations by experts
on environmentally-friendly school facilities and serves as referencematerial for local governments.
The case studies are available on our website.
https://www.nier.go.jp/shisetsu/html/04.html【Exchanges with Overseas Organizations in the
Field of Education】
We attend international seminars and symposiums open to
Japanese and overseas researchers, practitioners, and government
officials, and present the results of our research at such forums.

◆E xchanges with the Korean Educational
Development InstituteWe have been engaging in research exchanges with the Korean
Educational Development Institute (KEDI) on school facilities, andhave been promoting exchange activities such as dispatchinglecturers to seminars, providing research reports and exchanging
information on school facilities.

◆ Lectures on educational facilities
Every year the Educational Facilities Research Center invites
experts on educational facilities from other countries to givelectures on research on educational facilities with a focus on thecommon issues of educational facilities around the world.
For FY2022, the Center held an online seminar on February
8, 2023, under the title “Arranging creative learning spaces fora new era: ICT and spaces tailored to diverse forms of learning(School architecture in Japan and South Korea)”. We received
587 applications to attend, including from individuals involved in
education and school architecture, with 386 people attending theseminar on the day. The speakers included the head of the Center
for Educational Facilities and Environments Research at the Korean
Educational Development Institute (KEDI), as well as experts
from the fields of architecture and education. The topic was thendiscussed in greater depth after the lectures in a panel discussion
and Q&A session.
https://www.nier.go.jp/shisetsu/html/06.html
In FY2023, the Center is scheduled to invite experts from Japanand around the world for a conference in February 2024.
At the Educational Facilities Research Center, we endeavor toprovide information that will contribute to the creation of betterschool facilities, such as by arranging for lectures, and utilizing ouroverseas networks with the aim of contributing to the developmentof school facilities.

Panel discussion during the seminar

Presentation materials and videos of the seminar are
published on the seminar website.

https://www.nier.go.jp/shisetsu/event/2022/

29
National Institute for Educational Policy ResearchProjects of the Office for Educational Resources Research Promotion,
Department of Research Planning and Development

Projects of the Office for Educational
Resources Research Promotion, Departmentof Research Planning and Development【Research Achievements Archive】
This is a search system aimed at widely publishing reports
etc. that summarize the results of surveys and research
conducted by this Institute for use in various fields. As of thecurrent time, all of the reports issued since FY1992, and thebibliographic information of NIER Research Bulletins No. 131 toNo. 151 comprising approximately 1,933 articles are registeredwith the service, and these may be searched using keywords,
or the year of issue. Of these, the contents of about 1,119
reports and Bulletin articles can be viewed on the Internet.

https://www.nier.go.jp/library/textbooks/【Digital Collection of Rare Materials】

https://nier.repo.nii.ac.jp/

168 of the rare materials in the Library of Education’s
collection are made available in the digital collection in full andin color. These are categorized into eight categories: “oraimono
and wasansho,” the “education system,” “teaching methods,”“textbooks and study books,” “educational pictures,”“educational sugoroku (board game),” “kakezu,” and “others.”
Users choose the material they wish to view by selecting its
cover or a similar such image.
Users can zoom in on any material as well as view, print, anddownload the material in PDF format. Furthermore, all materials
are available in both standard quality and high-quality image
formats, enabling users to choose between the two dependingon their intended use.

【Educational Research Information
Database】
With the cooperation of the relevant organizations, theOffice for Educational Resources Research Promotion collects
information on education, organizes the information into its
databases, and provides them via the Internet. Currently,
the Office provides eight databases such as “Publicationsof the Municipal Educational Research Institutes / Education
Centers”, and “Master’s and Doctorates Thesis in Education
Research”.

https://erid.nier.go.jp/【Japanese Modern Textbook Digital
Archive】
We provide Japanese Modern Textbook Digital Archive
where users can search and browse the text of primarily Meijiera elementary school textbooks and teaching books containedin the Library of Education. As of the end of March 2023,
approximately 26,843 books from the early Meiji era, the periodof the Meiji textbook authorization system, and the period of
the state-edited textbook authorization system, Middle school
and Girl’s high school textbook, and also Tentative textbook
and Postwar state-edited textbook have been released to the
public via the archive. The full texts are available in PDF format
and can be viewed, printed out, and downloaded.

https://www.nier.go.jp/library/rarebooks/

30
National Institute for Educational Policy ResearchProjects of the Office for Educational Resources Research Promotion,
Department of Research Planning and Development【The Library of Education】◆C ompilation / Public Release of an“Educational Research Paper Search”
Database

The Library of Education, which is open to the public,
supports the survey and research activities of the Institute.
Number of resources: 538,958 books (as of the end of FY2022)
Opening hours: 10:00 am to 5:00 pm
Please check the Library of Education website for opening
dates.

We have created an “Educational Research Paper Index”
that contains bibliographic information on academic papers
related to education published in the academic journals,
academic society journals, and university bulletins and research
reports kept by the Library of Education, which is available
online. As of the end of March 2023, bibliographic information
on approximately 295,000 articles can be searched.
In addition, we have started a joint link with CiNii since 2011,
and we are now able to obtain some text information directly.

If you wish to visit the Library, you will have to make areservation in advance. You can also reserve the materials thatyou wish to view. For further information, please refer to thewebsite of the Library of Education.

https://www.nier.go.jp/library/https://n ierlib.nier.go.jp/lib/database/
RONBUN/◆ Collection of Materials
We have a wide range of textbooks, university bulletins,
regional educational materials, prefectural educational
history, and materials published by MEXT (formerly Ministryof Education, Science and Culture), mostly comprising
Japanese and Western educational books and magazines inour collection. Regarding textbooks, there are about 100,000
materials from the Edo period to the present day, and thesematerials have become one of the leading collections.
In addition, as a special collection, we have old materials
on educational administration, and basic materials relating topostwar education reform.

◆ Reference (Inquiry) Service

We respond to questions concerning the field of education
for the purpose of learning, surveys and research using thelibrary materials.
We a l s o p a r t i c i p a t e i n t h e N a t i o n a l D i e t L i b r a r y“Collaborative Reference Database” and register the questions
and answers that we receive as reference examples.
Registered examples can also be searched via the Library of
Education’s Reference Example Search page.

Number of reference inquiries received: 919 (FY2022)
Reference inquiry Email: library@nier.go.jp
https://www.nier.go.jp/library/ref_search.html

31
National Institute for Educational Policy Research国際共同研究等Joint ResearchInternational
International Joint Research
In collaboration with MEXT, NIER implements and examines the surveys of theOrganization for Economic Co-operation and Development (OECD) such as the survey for
the Programme for International Student Assessment (PISA), and analyzes and publishes
its results, and also implements the survey for the Trends in International Mathematics andScience Study (TIMSS) of the International Association for the Evaluation of Educational
Achievement (IEA) and analyzes and publishes those results as well.
●O ECD Programme for the International● OECD Programme for International

Assessment of Adult Competencies(PIAAC)

Student Assessment (PISA)The Program for International Student Assessment (PISA)
is an international assessment of student performance
involving about 80 countries and economies, conducted by
the OECD. It is an assessment of 15-year-olds at the end ofcompulsory education, which aims to measure the extent
to which the knowledge and skills that the students haveacquired may be applied to handle the issues which arise
in various situations in real life, and to utilize these results
for the improvement of the educational policies of eachparticipating countries.
Every three years since 2000, the assessment has
been conducted in the three domains of reading literacy,
mathematical literacy, and scientific literacy, with a focus on
one particular domain each survey year. NIER is responsiblefor implementing the PISA in Japan, and has been an active
participant since the inception of the survey.
As was the case in the 2018 assessment, computerbased testing was used in the eighth assessment in
2022 to examine reading literacy, mathematical literacy(major domain), and scientific literacy. In Japan, the 2022
assessment was conducted in around 200 upper secondary
schools (courses) across the country between June andAugust. The assessment data are currently being compiled
and analyzed, and the results are due to be published in
December 2023.
The results of PISA are published in December of the year
after the survey was conducted, and they have a significant
influence on the educational administrators and teachers inparticipating countries. In Japan, NIER publishes a Japaneseversion of the international report, “Knowledge and skills
for life – OECD Programme for International Student
Assessment (PISA)”, which are used in the policy-making
of MEXT and the deliberations of the Central Council for
Education, an advisory council to the Education Minister.
Currently, the interest in the PISA is directed not only at
the results but also to the framework of the assessment, themethod of testing, and the contents of the questions items
and the PISA is also a useful source of reference in various
academic ability tests, including the National Assessment of
Academic Ability conducted by MEXT.
NIER has put together a multi-departmental PISA
project team to implement the survey and analyzes anddisseminates the PISA results, which is led by the PISA
secretariat in the Department for International Research andCo-operation.
Summary of the results of the 2018 surveys can beviewed on the NIER websites
https://www.nier.go.jp/kokusai/pisa/index.html#pisa2018

The OECD Programme for the International Assessment of
Adult Competencies (PIAAC) was conducted in 24 countries
and regions in 2011 for the first time. It measured the
proficiency of adults between the ages of 16 and 65 yearsof age to directly assess in the three domains of literacy,
numeracy and adaptive problem-solving. In this survey, a“background questionnaire” was also conducted on educational
qualifications, occupations, skills use, and participation in adulteducation and learning activities.
The results of the first PIAAC were published in October
2013, and a Japanese version of the report was also publishedin Japan. According to the results of this assessment, adults
in Japan perform the world’s highest levels of proficiency inliteracy and numeracy (number 1 in the average scores among
all the countries participating in the survey).
When analyzing the relationship between the proficiency
level of the adults and attributes (background) of the
respondents, regarding the relationship with age, we found the
proficiency level in all of the participating countries peaked ataround thirty years of age and gradually declined. However, inJapan, the trend showed the maintenance of a high standard
despite the increase in age.
Also, in general, the higher the education background, thehigher the skills, and even when viewed from the perspective ofjob category, people in managerial posts and clerical workers
tended to have higher skills than those engaging in craftworkor elementary occupation. However, in Japan, there was onlya slight difference in skills proficiency depending on education
background, job, and the parents’ education background whencompared with other participating countries.
PIAAC provides valuable data that we have never seen
before. The survey offers not only useful evidence for theplanning of educational policies, included lifelong learning
policies, but further analysis that will contribute to a wide rangeof human resource development measures, including labour
policies.
The second survey, in which more than 30 countries andregions participated, was conducted in Japan between
September 2022 and April 2023, with the requisite numberof responses being gained. Based on our collaborative
partnerships with researchers and experts in educational
research both within NIER and at other organizations, we are
currently compiling and analyzing the data. The results of thesurvey are due to be published in FY2024.

PISA 2018 Assessment and Analytical Framework

2013

32
National Institute for Educational Policy ResearchInternational Joint Research●O ECD Teaching and Learning International
Survey (TALIS)●O ECD Starting Strong Teaching and Learning
International Survey (TALIS Starting Strong)

The Teaching and Learning International Survey (TALIS) is aninternational study focused on school learning environments andthe working environments of teachers and principals. Throughquestionnaires distributed among teachers and principals, the study
aims to gather data on the state of teaching at schools that can becompared internationally and contribute to educational analysis andeducation policy discussions.
The first TALIS survey was conducted in 2008 (24 participating
countries and regions; Japan did not participate), the second wasin 2013 (34 participating countries and regions; Japan participatedin the portion on lower secondary education), and the third was in2018 (48 participating countries and regions; Japan participatedin the portions on lower secondary education and elementary
education).
The next survey, the fourth, will be conducted in February andMarch 2024; a field trial was conducted in February 2023 andpreparations are currently underway to conduct the main survey.
The TALIS 2018 survey collected data via paper questionnaire
distributed among principals and teachers in elementary and lower
secondary schools in Japan, and then analyzed that data. The
questions on this survey pertained to teacher’s working hours,
professional development and other aspects of work environment,teaching practices at school, and teach staff’s self-efficacy. NIER
conducted the survey in Japan in February and March 2018,sending the questionnaire to around 3,800 principals and teachersat 196 lower secondary schools, and to around 3,600 principals
and teachers at 197 elementary schools. The survey results werereleased in June 2019 and March 2020, revealed the following facts
about the situation in Japan.
The survey responses of Japanese elementary and lower
secondary teachers showed good classroom discipline andlearning environments in Japan, and the results for lower secondary
teachers were better than in the 2013 study. However, Japanese
primary and lower secondary teachers had the longest weekly
working hours among participating countries. As with the preceding
survey in 2013, especially large amount of time was spent on
engaging in extracurricular activities (sports and cultural activities
after school) at lower secondary schools. Meanwhile, Japaneseelementary and lower secondary teachers spent the least amount oftime on professional development activities among all participating
countries. Additionally, in terms of providing high-quality teaching,
many Japanese principals indicated that there was a lack ofsupport staff and a lack of teachers capable of providing instruction
to students with special needs. However, there were few responses
suggesting a lack of teaching materials.
A larger proportion of Japanese lower secondary teachers
than in the 2013 survey reported that they frequently implement“investigative learning” teaching methods or class improvements
made from a perspective rooted in “independent, interactive, anddeep learning.” However, the proportion remained small. A larger
proportion of Japanese lower secondary school teachers than in2013 also reported that they frequently make students use ICT tools,
but that proportion also remained small. Finally, a small proportion ofJapanese elementary and lower secondary school teachers reported
that they feel high self-efficacy with respect to their efforts to improvestudents’ self-esteem and motivation to learn.
The results of this survey provided international evidence on
Japanese teacher’s working conditions and teaching practices. Thisdata is used in a variety of forms by those involved in education
policy and educator policy makers, teachers and principals,
researchers, those involved in teacher training, and many others,
and it is expected to contribute to the creation of high-quality
educational environments.
Summaries of the results can be viewed on websites.
https://www.nier.go.jp/kokusai/talis/index.html

The OECD conducted an International ECEC Staff Survey (TALIS
Starting Strong) in 2018 for the first time. This survey focuses on
the teaching and working environment of early childhood educationand care (ECEC). Nine countries participated in the first survey,
including Japan as well as Germany, Norway, and Denmark. A
total of 16 countries and regions are expected to participate in thesecond survey, which will be conducted in Japan in July 2024.
In this survey, we asked ECEC staff and leaders using
questionnaires, to collect and analyze data on the pedagogicalpractices, working environment, job satisfaction, pre-service andin-service trainings, and leaderships in the ECEC centers, andconducted the international comparisons.
NIER is the organization responsible for conducting andanalyzing surveys in Japan in collaboration with the MEXT and theChildren and Families Agency (CFA). In the first survey, it randomly
selected a total of approximately 220 ECEC centers out of public
and private kindergartens, day-care centers, and integrated centers
for ECEC across the country. Between October and November in
2018, NIER conducted the main survey targeting staff and leaders
working for the above centers who were in charge of children aged
3-5.
After the international results were announced by OECD in
October 2019 and November 2020, NIER edited and published theJapanese version of the reports titled: “International Comparisonof Early Childhood Education and Care: 2018 OECD International
Early Childhood Education and Care Staff Survey：For High
Quality Early Childhood Education and Care” in February 2020, and“International Comparison of Early Childhood Education and Care:2018 OECD International Early Childhood Education and Care Staff
Survey vol.2: Toward Improving Attractiveness and Professionalityof the Work” in September 2021.
According to the results of this survey, collaboration amongstaff is frequently seen at ECEC centers in Japan; staff who “workwith other ECEC staff to discuss the evaluation of children’sdevelopment and well-being” on a daily basis at 36.6% of ECEC
centers in Japan, which is the second highest percentage among
the participating countries; and staff “engage in discussions about
the development or needs of specific children” on a daily basis
at 38.5% of ECEC centers, which is the third highest percentage
among the participating countries. On the other hand, the numberof working hours per week of full-time ECEC staff in Japan(including hours worked at home) is 50.4 hours, which is the longest
among the participating countries. The percentage of ECEC staff
in Japan who are satisfied with their salary is 22.6%, the second
lowest among the participating countries, whereas the highest
percentage observed in Turkey is only 39.0%, which suggests thatthe percentage for this option is low in all participating countries.
Meanwhile, the percentage of ECEC staff in Japan who are “all inall, I am satisfied with my job” is 80.7%, and the percentage for thisoption is high in all participating countries.
An outline of the survey is also available on website:
https://www.nier.go.jp/youji_kyouiku_kenkyuu_center/oecd.
html

33
National Institute for Educational Policy ResearchInternational Joint Research● IEA Trends in International Mathematics

and Science Study (TIMSS)The Trends in International Mathematics and Science
Study (TIMSS) is planned and conducted by the International
Association for the Evaluation of Educational Achievement(IEA; headquarters in
the Netherlands andGermany) as a joint
international researchs u r v e y. I t w a s f i r s t
conducted in 1964
as the Inter national
Mathematics Study,changed its name tothe current TIMSS in
1995, and has since
been implemented
every four years.
The purpose of TIMSS is to acquire timely data on themathematics and science achievements of students using aninternational scale, and to conduct a study of the relationshipbetween teaching methods and various factors such as
the learning environment. Since an international study ofthis kind based on objective data contributes to improving
and enhancing education in Japan as well, we have beenproactively taking part in this study, and NIER is responsiblefor implementing this study in Japan.
Since becoming a member institution of the IEA in Japan,
NIER has been participating in the international collaborative
research surveys conducted by the IEA for more than
50 years. The following surveys are the ones Japan has
participated in so far which are related to TIMSS.
- First International Mathematics Study (FIMS) (conducted
in 1964)- First International Science Study (FISS) (conducted in1970)- Second Inter national Mathematics Study (SIMS)(conducted in 1981)- Second International Science Study (SISS) (conducted in
1983)- Trends in International Mathematics and Science Study
1995 (TIMSS 1995)- Trends in International Mathematics and Science Study
1999 (TIMSS 1999)- Trends in International Mathematics and Science Study
2003 (TIMSS 2003)- Trends in International Mathematics and Science Study
2007 (TIMSS 2007)- Trends in International Mathematics and Science Study
2011 (TIMSS 2011)- Trends in International Mathematics and Science Study
2015 (TIMSS 2015)- Trends in International Mathematics and Science Study
2019 (TIMSS 2019)- Trends in International Mathematics and Science Study
2023 (TIMSS 2023)
The results of TIMSS 2019 were published in December
2020. Both elementary and lower secondary schools in Japan
continued to maintain high average scores in mathematics
and science.
Compared to the previous survey, the average scorein science in elementary schools showed a significant
decrease, while the average score in mathematics in lower
secondary school showed a significant increase. According

to the questionnaire survey, the percentage of students
who answered that they “enjoy studying” increased forboth mathematics and science and in both elementary andlower secondary schools. The percentage of students who
answered that they “enjoy studying” science in elementary
schools continued to exceed the international average,
whereas, regarding mathematics in elementary schools,
and mathematics and science in lower secondary schools,
the percentage of students who answered that they “enjoy
studying” is below the international average.
Currently underway, TIMSS 2023 was conducted in Japanin March 2023.
The survey was held thanks to the cooperation of theprincipals, teachers, students and parents/guardians of thesurveyed elementary schools and lower secondary schools,
educational research institutes and education centers of theprefectural governments and the Cabinet-order designatedcities, boards of education, and the National Federation of
Educational Policy Research Institutes, among others. The
survey results are due to be released in 2024.
Almost whole surveys shifted to online computer-based
testing in TIMSS 2023.
This will enable us ;・to obtain such data that is difficult to obtain inconventional paper-based surveys, as the following
questions change according to the answers of students,
・to obtain data on the process of students' answers,
・and to analyze the process of students' answers in detail,which is expected to lead to qualitative improvement of
instruction.
This is expected to lead to qualitative improvements in
education.
There is extensive interest in academic achievement inmathematics and the sciences in Japan, and past TIMSS
results have been submitted to the Central Council for
Education (General Meeting, Curriculum Study Group,
Arithmetic / Mathematics Experts Group, Science Experts
Group, etc.) as reference for the discussions, which
contributed to the deliberations on the curriculum.
TIMSS is an Institute-wide project led by the Curriculum
Research Center, with the participation of researchers of the
Department for Curriculum Development and the Department
for Curriculum Research of the Curriculum Research Center,
the Department of Research Planning and Development,
Department for International Research and Co-operation, theSenior Curriculum Specialist and the Senior Academic Ability
Specialist. Researchers, teachers, and the school education
supervisors of the boards of education are also involved inexpert committee as experts outside of the Institute. Expert
committees consider the survey methods and related issues,
and analyze the results of the study.

34
National Institute for Educational Policy ResearchInternational Joint Research

Schedule◆ Schedule
ＯＥＣＤ／ＰＩＳＡ（Programme for International Student
Assessment）

FY2021PISA2022
Preparations

FY2022
PISA2022
Main survey（Jun-Aug）

FY2023

Survey planning/
Translation work

Due to COVID-19, the plan waschanged from the originalschedule.

ＯＥＣＤ／ＴＡＬＩＳ（Teaching and
Learning International
Survey）（Core: Elementary andlower secondary
schools）
ＯＥＣＤ／ＴＡＬＩＳ
Starting Strong（Starｔing Strong Teaching and
Learning International Survey：
public and private
kindergartens, day-care
centers, integrated centers for
ECEC）

PIAAC2022
Field trial（Apr-Jul）

TALIS2024
Surveyplanning

TALIS
Starting
Strong2024
Survey planning/

Pilot survey（Feb 2022）

TIMSS2023
ＩＥＡ／ＴＩＭＳＳ（Trends in International
Mathematics andScience Study）

Sampling/
Field trial（Mar 2022）（Sep 2022Apr 2023）

PIAAC2022
data
processing/analysis

TALIS2024
Field trial

Main survey（Feb 2023）（Feb-Mar 2024）

PIAAC2022
Main survey

TALIS
Starting
Strong2024
Field trial（Feb 2023）

TIMSS2023
Main survey（Mar 2023）

FY2026

PISA2025
Field trial

PISA2025
Main survey（Jun-Aug）（Jun-Aug）

PISA2025
Publishing ofresults （Dec）

PISA2022

ＯＥＣＤ／ＰＩＡＡＣ（Programme for theInternational Assessment of
Adult Competencies）

FY2025

Publishing ofresults （Dec）

PISA2025

Due to COVID-19, the plan waschanged from the originalschedule.

FY2024TALIS2024

TALIS
Starting
Strong2024
Preparations
TIMSS2023
Scoring/dataprocessing

PIAAC2022
Publishingof results（Dec）

TALIS2024
Main survey/
Dataprocessing

TALIS
Starting
Strong2024
Main survey（Jul）

PIAAC2022
Secondaryanalysis

TALIS2024
Publishing ofresults

TALIS2024
Publishing ofresults

TALIS
Starting
Strong2024
Publishing ofresults

TALIS
Starting
Strong2024
Publishing ofresults

TIMSS2027

TIMSS2027
Main survey

TIMSS2023
Publishing ofresults (Dec）
TIMSS2027
Surveyplanning

Sampling/ Field
trial （Mar 2026）（Mar 2027）● Global Quality Assurance of University Education through Tuning – The Test Item Bank Initiative
Since 2015, NIER has been acting as the Tuning Japan
National Centre, the contact point for Japan with respect
to Tuning activities coordinated by the International Tuning
Academy.
Tu n i n g i s a m e t h o d o l o g y f o r d e v e l o p i n g s h a re dunderstandings among faculty and stakeholders about
higher education learning outcomes and competences in thedisciplines, and for designing, implementing, and enhancing
the quality of learning outcomes based degree programs.
The Tuning approach has been embraced by universities
worldwide, including North and South America since its
European launch in 2000.
Since 2014, as part of the Tuning effort, NIER has beenleading a faculty collaborative project aimed at developing a“test item bank” in the field of mechanical engineering.
We have also sought to create a shared understandingof learning outcomes in a number of disciplines, focusing
on philosophy education in FY2015, history education in
FY2016, and management studies education in FY2017.
The project to develop a test item bank in the field of
mechanical engineering has seen us repeatedly workthrough a set of processes at three centers in Japan and
one in the ASEAN region, with the collaboration of 82
experts from 33 institutions to date. Specifically, this set ofprocesses involves preparing descriptive and multiple choicequestions, translating them, conducting trial surveys (to verify
validity), improving the test questions, undertaking largescale implementation, analyzing the results of grading, andproviding feedback to the universities concerned.
In addition, based on that experience, we created test
question creation guidelines, built a test question database,and in cooperation with NIER’s TUNING [field of philosophy]

efforts, we also started to create engineer ethics questions.
In addition, we invited engineers who have the qualification of
professional engineer as members to work on strengthening
cooperation with the industrial world, and we are also
developing activities as part of the activities of the Japan
Society of Mechanical Engineers. We are also working on
empirical research that contributes to improving the quality ofuniversity education by utilizing this approach for academic
management of universities. We have also been increasing
efforts for international applicability through opinion
exchanges with the EU ERASMUS + Tuning-CALOHEE
project, which is a similar initiative.
In FY2022, we sought to promote widespread adoption of
approaches to preparing test questions based on the Sample
Test Items and the Manual for Setting Multiple Choice
Questions. Other activities included creating a question
profile system in the database, making improvements for
greater ease of use, building up experience of using test
questions in education management at universities anddistributing information about it, and promoting widespread
adoption at a diverse array of higher education institutions.
NIER disseminates information on Tuning and related
projects through the Tuning Japan National Centre website.
https://www.nier.go.jp/tuning/index.html

35
National Institute for Educational Policy ResearchSymposium

Symposium
NIER holds a Symposium on Educational Research for such purposes as directly passing
on the research results to schools and the general public, enhancing school management,
educational content and teaching methods, and improving competencies of teachers.
◆ Symposium on Educational Research
On November 30, 2022, we held the FY2022 Educational Research Open Symposium on the topic “Trends and prospects
concerning the assessment of academic ability: Toward the use of CBT.” More than 760 registered to participate in the
symposium, which was held online.
The symposium opened with a keynote address entitled “Prospects and challenges for assessing academic ability: The
introduction of CBT for the National Assessment of Academic Ability as a turning point.” The speech provided an outline of
the final summary compiled by MEXT’s Working Group to Consider the Use of CBT in Nationwide Surveys of Academic Ability(released on July 16, 2021), as well as setting out discussion points concerning the advantages and challenges of CBT.
This was followed by two speeches about international trends in the assessment of academic ability. The first was entitled“The evolution of PISA: Focusing in particular on the introduction of CBT” and introduced the background to the adoptionof CBT for PISA, the advantages and challenges of CBT, and ways in which PISA is addressing the challenges. The second
was entitled “Public assessment of academic ability in the U.S.A.” and explained the development of measures to improveacademic ability in the U.S.A. In addition to comparing the situation in Japan with that in the U.S.A., this speech discussed theneed for the system to be designed in a manner appropriate to the objectives of the survey.
The second half of the symposium featured a panel discussion on the topic “Assessing academic ability in the future: Toward
the use of CBT.” Panelists highlighted local governments’ individual surveys of academic ability and learning status, andmeasures to improve academic ability using such surveys. In addition, they talked about their hopes for CBT and introduced
examples of analysis that have been helpful in improving teaching in the classroom, based on the National Assessmentof Academic Ability assessments conducted to date, and also discussed NIER’s policy research efforts. Rounding off theevent, the panelists exchanged views on the potential for making use of data that can be acquired via CBT, the evaluation of
education policies in relation to the assessment of academic ability and initiatives to improve teaching, and how to enhance
the PDCA cycle for practice in this area.

Presentation materials and videos are published on the symposium website.

https://www.nier.go.jp/06_jigyou/symposium/sympo_r04_01/

36
National Institute for Educational Policy ResearchNational Institute for Educational Policy Research

東京芸術大学合同庁舎3号館
Ka
sum
iga
sek
合同庁舎2号館
i St
a.

谷
Ka
外務省
鷲
sum
iga
sek
i St 千
a. 代
田

霞が関
ランプ

財務省

Tor
ano
mon
Sta
.

霞が関ビル
東京都
美術館 特許庁
国立

霞ヶ

日比谷公園

関

丸ノ
合同庁舎1号館
内線
農林水産省
合同庁舎5号館

線

合同庁舎
4号館
東京国立博物館

国際子ども
図書館

裁判所
合同庁舎

山
手
線

霞ヶ
関
A13
経済産業省

Uch
isa
iwa
ich
oS
ta.

上野庁舎

Ka
su
mi
ga
se
ki
Sta
.

a.
St

国
会
議
事
堂
前

ae
om
jid
i
-g
ai
kk
Ko

日本郵政ビル
11

A4

6

国会

通り

5
虎

ノ門
桜 日
■ Central Government
Building
No.7
田 比
中央合同庁舎谷

第7号館東館 5階・6階

通

銀

三
田
線

内
幸
町

座線
外堀
3-2-2 Kasumigaseki, Chiyoda-kりu, 線
Tokyo, 100-8
9通51,Japan
A4
り
Tel:+81-3-6733-6833

・Ginza Line 1min on foot from exit 11 or exit 6 of Toranomon Sta.
・Marunouchi Line/ Chiyoda Line/ Hibiya Line
3 min on foot from exit A13 of Kasumigaseki Sta.
・Mita Line 10 min on foot from exit A4 of Uchisaiwaicho Sta.
＊When raining, it is recommended to use Exit 11 of Toranomon Sta.

https://www.nier.go.jp/

1

2■ Ueno Office
12-43 Ueno-koen, Taito-ku,Tokyo,110-0007,Japan
Tel:+81-3-3823-0241
・JR Yamanote Line/ Keihin Tohoku Line
10 min on foot from south exit of Uguisudani Sta.
・JR Lines/ Ginza Line/ Hibiya Line/ Keisei Line
15 min on foot from park gate exit of Ueno Sta.
・Chiyoda Line 15 min on foot from exit 1 of Nezu Sta.

2020.72023.112020.7