Silviase/jgov_v1.4_full_ann huggingface dataset:
## Section 3 Promoting Educational Reforms

## 1 Major Progress made in Educational Reforms

The primary state of progress for educational reforms will be introduced here, centering around the recent system reforms and new initiatives. The state of progress concerning primary and secondary education $ ((1) $ – $ (4) $ ) is described in detail in Part 1, Chapter 2, so please refer to that chapter for more information.

## (1) Improvement of academic capabilities

Revisions to Courses of Study

○ Promoting the National Assessment of Academic Ability

## (2) Fostering spiritual wealth

○ Response to the issue of bullying

Promotion of moral education and experiential activities

## (3) Ensuring superior teachers

Smooth implementation of a system for renewing educational personnel certificates

O Tightening the personnel administration system for teachers with insufficient ability

## (4) Strengthening the organization and management systems of boards of education and schools

○ Enhancing boards of education

○ Establishing new posts like vice principals at schools, etc.

Realizing a safe and secure educational environment

## (5) Strengthening university education

## O Assuring the quality of international higher education

With the rapid progress of globalization, human resources mobility has increased along with international development of higher education on the one hand. On the other hand, the cases where unrecognized diplomas are issued by certain agents have become a social problem. In response to such circumstances, an international information network for the purpose of quality assurance of higher education is being created.

## ○ Creating superior education and research centers worldwide

Based on the results of the 21st Century Center of Excellence Program, MEXT has been carrying out the Global COE Program since FY2007 in order to strengthen its function of fostering young researchers and the creation of international centers. It has been providing support in a more concentrated manner for the creation of superior education and research centers worldwide (refer to Part 2, Chapter 3, Topics 3).

## ○ University education contributing to regional development

The educational activities of universities play an important role in regional development in the sense that they provide opportunities for higher education in such areas and undertake the fostering of the human resources that underpin them. National, public, and private universities serve to contribute to local regions by utilizing their respective special features.

In order to support this function of contributing to the local community on the part of universities, MEXT provides the underlying support for their basis of activities by offering operating expense grants to national universities and assisting private universities with their overhead expenses. In addition, it has established the open recruitment theme of “contributing to the vitalization of local communities” in its Contemporary Education Needs Support Project (Gendai GP) and supports exceptional initiatives. This is being done in the interest of promoting exceptional educational
## 2 Recent discussions at the Central Council for Education

The Central Council for Education (Figure 1-1-2) plays an important role with regard to the promotion of educational reforms. Matters like their recent findings will be primarily introduced here.

## (1) Basic Plan for the Promotion of Education

Following the revisions to the Basic Act on Education, there were requests for deliberations over the Basic Plan for the Promotion of Education. Deliberations were held in FY2007 for compiling the findings (refer to Chapter 1, Section 4-1).

## (2) Lifelong learning

Following the inquiries on the “Measures to Promote Lifelong Learning to Lead the New Era” in June 2005, deliberations were advanced and the decision was made to compile the findings from these in February 2008. These discussions centered mainly around policies designed to facilitate lifelong learning for each and every resident, community-building which consolidates the strength of community residents and the like, and policies designed to improve the environment for rearing children within the family and local society (refer to Part 2, Chapter 1, Topics).
## Article 17

In order to facilitate the comprehensive and systematic implementation of measures for the promotion of education, the government shall formulate a basic plan covering basic principles, required measures, and other necessary items in relation to the promotion of education. It shall report this plan to the Diet and make it public.

2.

Local governments, referring to the plan set forth in preceding paragraph, shall endeavor to formulate a basic plan on measures to promote education corresponding to regional circumstances.

Based upon this article, the Special Committee on the Basic Plan for the Promotion of Education was established in February 2007 within the Central Council for Education in order to formulate the Basic Plan for the Promotion of Education. In November of the same year, the status of deliberations conducted as of then were organized into and released as the “Basic Perspectives for Considerations” and “Priority Items to be Addressed.”

Furthermore, basing the considerations over the Basic Plan for the Promotion of Education on a wide array of opinions is essential. As such, the Special Committee on the Basic Plan for the Promotion of Education has conducted hearings with related groups such as those involved in primary and secondary education, higher education, social education, culture and sports, and economics, and has held public hearings in Tokushima and Chiba Prefectures.

Hereafter, based on these opinions and further deliberations, a council report will be returned within FY2007, which will include an increasingly selective focus on the measures incorporated into the plan and modalities of numerical targets. Following this, government will formulate the Basic Plan for the Promotion of Education.

## 2 Significance of the Basic Plan for the Promotion of Education

In the field of education, there have previously been administrative plans in individual areas, like “improving staffing levels of teachers and other personnel” and “foreign students,” for example. But, plans which would consolidate all educational measures under shared principles have been lacking. Nowadays, various problems concerning education are arising to which responses are urgently needed. In such an age, it would allow the advancement of more effective educational reforms to clarify the overall picture for initiatives related to promoting education and enacting measures related to the promotion of education in a comprehensive and systematic manner based on the Basic Plan for the Promotion of Education. From this perspective, initiatives for education promotion based on plans have been actively promoted in other countries in recent years (Figure 1-1-3).

Furthermore, expectations are that by having the government newly formulate the Basic Plan for the Promotion of Education, not just those involved in education in a narrow sense, but also society as a whole will share the responsibility and work to promote education under the cooperation of the relevant government ministries and agencies.
## Figure 1-1-3 Examples of Basic Plans related to Education in Other Countries

1. United States of America(Title) No Child Left Behind Act of 2001(Period) 2002 - 2014(Target) Primary and lower secondary education(Features)○ Sets guidelines on shrinking the gap in academic ability, improving reading comprehension ability, enhancing discretion, strengthening remuneration for success and sanctions for failure, expanding information provisions for and school selection by parents, raising the quality of teachers, and raising the safety of schools for the 21st century.○ Established with the goal of having all students achieve the standards for academic ability from 2013 until 2014.2. United Kingdom(Title) Five Year Strategy for Children and Learners(Period) 2004 - 2008(Target) Education as a whole(Features)○ Basic principles set out as expanding more individually-oriented education and selection, opening the education service sector to new providers and techniques, enhanced discretion and autonomy for schools, raising the quality of staffs, and reinforcement of cooperation among everyone involved in education.○ Establishes objectives like reducing elementary schools where a percentage of 65% or less of the students are achieving the standard attainment level down to 40%, raising the fundamental skills of 1.5 million adults, among others.3. Finland(Title) Development Plan for Education and Research(Period) 2003 - 2008(Target) Education as a whole(Features)○ Basic principles set out as setting in place an educational system suited to the changes in the socioeconomic environment, such as the changing social structure due to the influx of immigrants, and making the people be able to undertake all levels of education without anxiety.○ Secondary education: Establishes objectives like increasing youths in the 25 - 29 age bracket who possess secondary education level qualifications or higher from their current level of 85% to 90% or higher by 2015.4. France(Title) Report annexed to Guidance and Planning Law for the Future of Schools(Period) 2006 - 2010(Target) Education as a whole(Features)○ Sets fairer schools (reliable schools), more effective schools (high quality schools), and more open schools (schools that pay attention to the opinions of the people) as its basic principle.○ Establishes objectives like increasing the general baccalaureate acquisition rate by 20% among the children of disadvantaged social classes.5. Republic of Korea(Title) Second Basic Plan for National Human Resource Development(Period) 2006 - 2010(Target) Education as a whole(Features)○ Sets down the four major policy arenas of fostering core human resources furnished with international competitiveness; improving the lifelong learning ability of all of the people; rectifying social disparity and enhancing education, culture, and welfare; and upgrading infrastructure for human resource development.○ Establishes objectives like attaining national competitiveness in the human resources sector within the range of the top 10.
2 Chapter

# Reform of Elementary and Secondary Education to Usher in a New Era of Education

## Key Points of Chapter 2

The mission of school education is twofold: To develop the citizens who will build the country and society of the next generation, and to create a foundation for children to live lives full of happiness.

The Ministry of Education, Culture, Sports, Science and Technology (MEXT) seeks to provide children with education which cultivates zest for living including the following qualities: (1) solid academic abilities, including not only knowledge and skills, but also the ability to identify one's own priorities and to study, think and make decisions on one's own initiative, (2) rich humanity, including the ability to empathize with and to motivate others, and (3) health and stamina to live life vigorously. In order to establish the concrete measures to realize these principles, MEXT is conducting a review of the Courses of Study.

MEXT is also promoting a reform of elementary and secondary education to usher in a new era of education. This effort seeks to improve the teacher training and certificate system, including the system for renewing educational personnel certificates, in order to secure the superior human resource as teachers, who hold the key to the achievements of school education. It is also aimed at improving boards of education and enhancing schools' effectiveness as organizations in order to establish schools that earn people's trust.
Questions primarily concerning “knowledge” (Japanese A, arithmetic/mathematics A)

• Contents which, if not learned would affect learning in subsequent school years

• Knowledge and skills which are essential and students should be able to use any time in real life.

Questions primarily concerning “use” (Japanese B, arithmetic/mathematics B)

• Contents relating to the ability to use knowledge/skills in various life situations

• Contents relating to the ability to form concepts for solving various problems, and to practice, evaluate and improve these concepts

Questionnaire survey concerning lifestyle habits and learning environment

Schoolchildren were surveyed concerning their motivation to learn, learning methods, learning environment and various aspects of life; schools were surveyed concerning measures taken concerning teaching methods, the state of establishment of human and physical educational conditions, and the overall state of student's physical fitness and athletic ability.

[Number of schools and schoolchildren assessed (Figure 1-2-1)]

[Date of assessment]

April 24, 2007. In principle, the assessment is conducted on the 4th Tuesday in April of each year. In fiscal 2008, it is scheduled to be conducted on April 22.

Figure 1-2-1 Number of schools and students assessed on April 24, 2007

[Elementary school assessment]

Number of schools designated for assessment	Number of schools (actually assessed)	Number of children
Public schools	21,393	21,889 (99.8%)	1,125,585
National schools	75	75 (100.0%)	7,631
Private schools	180	108 (60.0%)	6,276
Total	22,194	22,072 (99.5%)	1,139,492

[Lower secondary school assessment]

Number of schools designated for assessment	Number of schools (actually assessed)	Number of children
Public schools	10,250	10,050 (98.0%)	1,023,516
National schools	81	78 (96.3%)	10,540
Private schools	688	416 (60.5%)	43,153
Total	11,019	10,544 (95.7%)	1,077,209

## (3) Results of the 2007 assessment

[Results of assessment concerning school subjects (Figure 1-2-2)]

Results of questions concerning “knowledge”

In elementary school Japanese and arithmetic, and lower secondary school Japanese, a substantial number of schoolchildren were able to understand the most part of the learning content presented. In lower secondary school mathematics, however, students need further instruction in basic knowledge and skills.

## Results of questions concerning “use”

Problems were seen in students' knowledge and skills in elementary school and lower secondary school Japanese and arithmetic/mathematics.
Japanese A	Japanese B	Arithmetic/ Mathematics A	Arithmetic/ Mathematics B
Elementary school assessment	81.7%	63.0%	82.1%	63.6%
Lower secondary school assessment	82.2%	72.0%	72.8%	61.2%

## [Size of area]

Major disparities were not seen in the average percentage of correct answers given by students based on size of area (i.e., large cities, mid-sized cities, other cities, towns, villages, and remote locations), prefecture, or school. However, disparities were seen in the average percentage of correct answers given in lower secondary school mathematics, etc., between some prefectures. In addition, the existence of some schools whose average percentage of correct answers was low could be a problem.

## [Results of questionnaire survey]

The questionnaire survey of schoolchildren found that an increasing percentage of schoolchildren gave positive answers regarding their interest, motivation, and attitude toward learning and their basic lifestyle habits. The time spent studying and reading is also tending to increase. As for the correlation between the questionnaire survey of students and their academic achievement, it was found that the percentage of correct answers given tended to be high for students who gave positive answers to questions concerning interest, motivation, and attitude toward learning, learning and reading time, basic lifestyle habits, self-esteem, and normative consciousness.

Regarding the correlation between the results of the questionnaire survey of schools and students' academic achievement, it was found that in schools that believed that students studied enthusiastically, were orderly and talked little in class, and were well-mannered, the average percentage of correct answers given tended to be high (see http://www.nier.go.jp/tyousakekka/tyousakekka.htm for the results of the FY2007 national assessment of academic achievement).

## I nterest, motivation and attitude toward learning

It was found that the percentage of students who enjoyed studying lower secondary school Japanese and arithmetic/mathematics and who thought that studying Japanese and arithmetic/mathematics was useful is tending to increase. It was also found that students who enjoyed studying Japanese and arithmetic/mathematics and who thought that studying Japanese and arithmetic/mathematics was important tended to give a higher percentage of correct answers (Figure 1-2-3).
## Figure 1-2-3 Interest, motivation and attitude toward learning

Do you think that learning Japanese in class will be useful to you when you go out into the world?

Yes	Probably yes	Probably no	No	Other	No response

※ The figures of the FY2001 survey and the FY2003 survey that were compared represent the results for the same questions presented to fifth-year elementary school students and second-year lower secondary school students on the research on the curriculum (sampling survey) conducted both years in February (the same applying below).

Do you like to study Japanese and arithmetic/mathematics?

## Time spent learning and reading each day

It was found that the time spent each day by schoolchildren learning and reading is tending to increase. It was also found that schoolchildren who did homework assigned at school and who enjoyed reading tended to give a higher percentage of correct answers (Figure 1-2-4).

## Basic lifestyle habits, self-esteem, normative consciousness

It was found that the percentage of students who eat breakfast every day and who check their belongings before going to school is tending to increase. It was also found that students who ate breakfast every day, who wanted to become a person who empathized with the feelings of others, and who followed school regulations tended to give a higher percentage of correct answers (Figure 1-2-5).

## [Use of assessment results]

This assessment was aimed at ascertaining and verifying the results of the education and educational measures of government, boards of education and schools, and at identifying associated problems with a view to linking these findings to improvements. For this reason, MEXT will report the results of the assessment to the Central Council for Education so that they may be reflected in the revised Courses of Study and used in other education measures.
Do you do school homework at home?

## Figure 1-2-4 Studying and reading time per day

## How many hours do you usually study per day (Monday through Friday) outside of school class hours?

3 or more hours	2 or more, fewer than 3	1 or more, fewer than 2	30 or more minutes, less than one hour
Fewer than 30 minutes	Not at all	Other	No response

(Elementary school) (Figures represent percentage of children)

(Lower secondary school) (Figures represent percentage of students)

Yes	Usually	Not often	No

☐ Do you like reading?

(Lower secondary school) (Figures represent the average percentage of correct answers of students)

Yes	Somewhat	Not really	No

(Lower secondary school)
## Figure 1-2-5 Basic lifestyle habits, self-esteem, normative consciousness

Do you eat breakfast every day?

(Lower secondary school) (Figures represent percentage of students)

(Elementary school)

(Lower secondary school)

(Figures represent the average percentage of correct answers of students)

In addition, based on the results of analyzing and verifying the assessment results, boards of education must implement comprehensive and systematic measures aimed at improving education and education measures in their areas such as the preparation of improvement plans. Schools, meanwhile, must implement systematic measures aimed at improving education, such as appropriately reflecting the assessment results in their teaching plans and taking steps to improve instructional content and methods. In order to encourage such efforts, MEXT will support active measures by boards of education and schools for improving education and education measures. In FY2007, verification and improvement committees established in all prefectures and designated cities analyzed and verified the results of the assessment for their areas and assisted boards of education and schools in establishing school improvement support plans.

## (4) PISA (OECD Assessment of Student Academic Achievement) 2006

## [1 Overview of assessment]

PISA2006 was an assessment conducted by the Organization for Economic Cooperation and Development (OECD) to evaluate the extent to which students aged 15 in compulsory education programs (corresponding to first-year high school students in Japan) could apply their knowledge and skills toward problems encountered in various life situations. It was the third such assessment following similar assessments in 2000 and 2003. Fifty seven countries/regions (of which 30 were OECD member countries) participated.

Focused primarily on scientific literacy (including the ability to apply a scientific view and consider evidence scientifically), PISA2006 also evaluated reading comprehension and mathematical literacy (the ability to use mathematics in various situations and contexts and to formulate, solve and interpret problems). The assessment was conducted in 2006 and the results were announced on December 4, 2007.

## [Overview of assessment results]

In scientific literacy, the primary focus of this assessment, Japanese students scored in the highest-ranking group internationally. In reading comprehension, Japanese students scored at about the same level as the average of OECD member countries and higher than the average of OECD member countries in mathematical literacy. However, the average score of Japanese students in reading comprehension and mathematical literacy was lower than at the time of the preceding assessment.
The questionnaire survey of students revealed that the percentage of students who had an interest in and enjoyed science was low, as was the percentage of students who believed that they were taking classes in science that focused on observation and experiment.

The results of this assessment confirmed that students had problems in reading comprehension and the ability to use knowledge and skills in mathematics, and that their interest in science was low (Figure 1-2-6).

## [Measures in response to assessment results]

In response to the results of PISA2006 and the national assessment of academic achievement, MEXT is working to improve science and mathematics education and language activities through a revision of the Courses of Study. It is also providing support for individually-based instruction and for efforts to improve education and education measures by boards of education and schools, and is taking steps to ensure that time is available for direct contact between teachers and children.

## 2 Enhancement of efforts aimed at improving solid academic achievement

In order to support efforts by schools and boards of education, MEXT implemented the following measures in FY2007.

## (1) Action plan for improving academic achievement

In order to support efforts aimed at improving solid academic achievement, comprehensive measures are being implemented focused on improving individually-based instruction, enhancing the quality of academic abilities, expanding individuality and ability, and promoting language skills of Japanese and English.

Concerning the improvement of individually-based instruction, one of the principal measures being implemented is the academic achievement improvement base formation program. This program conducts, at designated schools, practical research about the improvement of the motivation to learn, and cultivation of the ability to think, decide, and express oneself, and then widely disseminates the results of the research.

The “quality of academic abilities” is being improved through various projects including the Science and Mathematics Model Community Project, which designates communities based on proposals of regional