Post on 25-Dec-2015
2
Organization of the School Structure in Japan
SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan: Web site
College of Technology
Miscellaneous Schools
General Courses
Kindergartens
Specialized Training College
Specialized Courses
Correspondence
Schools Graduate CoursesLower Div.( ) U( pper Div.)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Pre-schoolEducation
Upper Secondary
Dept.
Lower Secondary
Dept.
Secondary EducationElementary Education
Elementary Dept.
Correspondence
Universities
Advanced Courses
J unior
College
Elementary Schools
Lower
Secondary
SchoolsCorrespondence
Part-time
Upper Sedondary
School
Advanced Courses
Advanced CoursesPart-time
Advanced Courses
Advanced Courses
Advanced Courses
Advanced Courses
Specialized Training College
Upper Secondary Courses
Correspondence
Higher Education
Secondary
Specialized
Training College
Kindergarten Dept. Schools of the Blind, Schools for the Deaf,
Schools for the Other Disabled Children
School Year
Age
3
Number of Schools, Students and Teachers in Japan (As of May, 2003: Correspondence course excluded)
Schools Students Teachers
Public Private Public Private Public Private
Kindergarten 5,785 8,389 367,854 1,392,640 26,151 82,671
Elementary school 23,454 179 7,158,847 68,063 410,526 3,364
Lower secondary school 10,434 700 3,515,591 232,728 239,472 12,578
Upper secondary school 4,132 1,318 2,694,669 1,115,158 198,212 60,325
Secondary school 7 9 1,974 2,762 164 218
Special education school 980 15 95,643 830 60,836 258
College of technology 60 3 55,624 2,251 4,309 165
University
Junior college238 989 765,381 2,288,661 73,837 95,852
Specialized training college
Miscellaneous school322 5,072 44,266 931,408 3,495 48,005
Total 45,412 16,674 14,699,849 6,034,501 1,017,002 303,436
NOTE: In Japan, lower secondary and upper secondary schools are separated.SOURCE: Data from the Ministry of Education, Culture, Sports, Science and Technology, Japan
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The Structure of School Management (example)
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.88
Activity-based Organization
Teachers' Mutual Aid AssociationOB/OG AssociationPTA
Administration of facilities and equipmentAdministration of the contact networkClerical affairs (administration of documents, budget drafts, etc.)
Traffic safety guidanceSchool BusinessManagement CommitteeCommittee of teachers withdesignated responsibilities
School lunch guidanceEnvironmental hygiene and creation of beauty in the school surroundingsHealth guidance and regular health checksGuidance on extra-curricular activitiesPlanning and guidance for all-school meetings and club activitiesManagement and guidance of the "Children's Conference" activitiesDaily life planning and guidance within the school
Research presentationsImplementation of teaching researchImplementation of training outside subjects and subject areas
Deciding on and administering school events
Entrance Ceremony CommitteeGraduation CeremonyCommitteeBudget Committee
Educational evaluationAdministration of register of enrolled childrenPreparation of grade management draftDeciding on education plans (yearly, monthly, weekly)Drawing up and submitting the curriculum
PrincipalVice
PrincipalTeachers'meeting
GeneralAffairsSection
EducationalAffairsSection
PublicRelationsSection
Functional Organization
Research andTrainingSection
Health andSafetySection
Daily LifeGuidanceSection
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Professional Duties of Designated TeachersTeacher with special responsibility
for educational affairs
Preparation and formulation of educational plans (by year, semester and month) within the school.
Teacher with special responsibility
for pupil guidance
Guidance of pupil within and outside the school, including out-of-school activities, problem behavior, educational advice, children’s conference, cleaning of the school and making it attractive, safety guidance, and club activities.
Teacher with special responsibility
for grades
Responsibility for deciding on, implementing and evaluating the grade management plan for meeting the school’s educational objectives.
Teacher with special responsibility
for health and safety
Preparation of the school health and safety plan, and advice and guidance with regard to the organization of health activities within the school and the children’s health committee.
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.90
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School Health Activities
SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan: Web site
・ Organizing time tables and daily schedules appropriate for a healthy life ・ Play and sports during breaks
・ The psychological environment in the school
・ Hygiene inspection of school environment ( Regular, Daily )
○Health guidance through everyday school life
○Health issues covered by the subject curriculum of Physical Education and Health and Physical Education
○Health, safety and nutrition issues covered by other related subject curriculums
○Health, Safety and Nutrition issues covered by "Integrated Study Period "
○Health guidance through school events○Health guidance through classroom/ homeroom activities
○Health guidance through student councils and club activities○Individual guidance in health rooms and classrooms
○Hygiene management of school environment
○Beautification of school environment for a better psychology
○Health observation
○Health consultation
○First Aid
○Management of school life
○Health examination ( Health Survey )
○Establishing teachers' group and cooperation mechanism
○School Health Committee
○Cooperation with families○Cooperation with other related institutions, organizations and schools
in the local area
○Monitoring and guidance of students with health concerns
○Monitoring and managing health aspects of students' daily life
○Prevention of infectious disease
Health Instruction
Health Guidance
Managementof physicaland mental
aspects
Managementof life
Students'Health
Management
Managementof School
EnvironmentEnvironmentalManagement
OrganizationalActivities
SchoolHealth
HealthEducation
HealthManagement
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Subjects and Standard Class Hours for Elementary Schools
Grade List
Japanese
Social
StudiesMaths Science
Life
Envmnt
Studies
MusicDrawing
and Craft
Home-making
Physical
Education
Moral
Education
Special
Activities
Integrated
Study
Period
Total
class
hours
Grade 1 272 - 114 - 102 68 68 - 90 34 34 - 782
Grade 2 280 - 155 - 105 70 70 - 90 35 35 - 840
Grade 3 235 70 150 70 - 60 60 - 90 35 35 105 910
Grade 4 235 85 150 90 - 60 60 - 90 35 35 105 945
Grade 5 180 90 150 95 - 50 50 60 90 35 35 110 945
Grade 6 175 100 150 95 - 50 50 55 90 35 35 110 945
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.152
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Timetable (example)Mon Tue Wed Thru Fri
8 : 30
Teacher’s MeetingReading
Health CheckMorning Assembly
Teacher’s MeetingReading
Health CheckMorning Assembly
Teacher’s MeetingReading
Health CheckMorning Assembly
Teacher’s MeetingReading
Health CheckMorning Assembly
Teacher’s Meeting
Health CheckMorning Assembly
8 : 50Period 1 Period 1 Period 1 Period 1 Period 1
Period 2 Period 2 Period 2 Period 2 Period 2
10 : 20 Recess Recess Recess Recess Recess
10 : 40Period 3 Period 3 Period 3 Period 3 Period 3
Period 4 Period 4 Period 4 Period 4 Period 4
12 : 10Lunch
Brushing of teethLunch
Brushing of teethLunch
Brushing of teethLunch
Brushing of teethLunch
Brushing of teeth
12 : 55 Recess Recess Recess Recess Recess
13 : 15 Cleaning Cleaning
Period 5
14 : 00 Closing Assembly
14 : 15 Club, Committee
15 : 00 Free time
Going Home
Cleaning Cleaning
13 : 30 Self-study Self-study Self-study Self-study
13 : 45 Period 5 Period 5 Period 5 Period 5
14 : 30 Period 6 Period 6 Closing Assembly Period 6
15 : 15 Closing Assembly Closing AssemblyFree time
Closing Assembly
15 : 30 Free time Free time Club
16 : 20 Going Home Going Home Going Home Going Home
SOURCE: Compiled on the basis of timetable in Kamitoba elementary school.Different subjects are allocated for Period 1 to 6.
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Textbook Authorization Process
SOURCE: JICA(2004) Video “The History of Japans Educational Development”
Authoring ・ Editing ( Textbook Publishers )
Examination ( Minister of Education )
Selection ( Public schools : Boards of Education National & Private Schools:School principals )
Production ( Textbook Publishers ) Supply ( Textbook Suppliers )
Use ( Children )
Year 1
Year 2
Year 3
Year 4
10
Lesson
The existence of a “relational network of tensions” linking these three factors is a precondition for a good lesson
Teacher
Children TeachingMaterial
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.226
11
Basic Flow of Learning Development (example)
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.192
Present lesson theme
Debate lesson theme
Propose expectations or hypotheses
Think of methods and solve problems
Express problem solving methods and ways of thinking
Confirmation of readiness Difficult points from previous lesson
Have discussion on the basis of presentations
Summarize learning content and methods
Announce theme of the next lesson
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Plan for Blackboard WritingDate. Class period
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.199
Name of teaching materials
Name of first group to give presentation
Particular points to watch out for or listen to during the presentation
Discussion points on the presentation
Name of second group to give presentation
Particular points to watch out for or listen to during the presentation
Discussion points on the presentation
New topic
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Learning Styles and Their CharacteristicsName Individual Learning Full Class Learning Small Group Learning
Style
Individual children’s aptitudes and learning are suited to their level are furthered.
One teacher using one method teaches the same content to all the children in a class at the same time
Children are divided into groups of 2 or more, and common learning is promoted for each group.
Strong points
Possible to respond to individual children’s reactions and to differences between children
Very easy to acquire common academic ability because shared information can be transmitted quickly to all members of the class.
Good development of thinking within the group and readiness of group members to articulate their thoughts. Interdependence of members can favor character formation. Heightening of positive attitude to tackling difficult problems.
Weak points
Difficult to transmit shared ability. Costly and drain on teachers’ energies.
Tendency for teaching to concentrate on force-feeding of facts and surface-level verbal transmission. Difficult to respond to individual differences and possibility of children getting left behind.
Tendency for dependence on the most able children to develop. Without strict rules, learning can become inefficient.
SOURCE: JICA(2003) “The History of Japan’s Educational Development” P191
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Teaching MethodsMethod Characteristics
LecturingVerbal transmission of knowledge and information to the children. Efficient use of time, but tendency for the children to become passive learners.
DiscussionFostering shared thinking through discussion and debate with the aim of identifying and solving problems.
Q & A
Broadening and deepening of learning through format in which children respond to questions posed by the teacher. Need to put emphasis on eliciting questions from the children. Danger of excessive prompting by the teacher.
PresentationLetting the children present feelings, opinions, or investigation results obtained through individual or small-group study.
RevisionCentral focus on drills and revision exercises aimed mainly at ensuring that basic skills and elements of knowledge are thoroughly learned.
Experiments and Observations
Locates the basis of learning in direct, hands-on experience, acquired through experiments and observations.
SOURCE: JICA(2003) “The History of Japan’s Educational Development” P191
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Types of Classrooms
Classroom
Ordinary classroom
Multi-purpose room
Special classroom for disabled children
Science room
Facilities for Life Environmental Studies
Music room
Visual arts & Handicrafts room
Home-making room
Audio visual room
Computer room
Library
Special activity room
Education consultation room
Broadcasting room
Space for preparing and storing educational materials and teaching aids
Special classroom
Common study space
SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 2003, Guidelines for Upgrading of School Facilities (modified and translated)
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Criteria for Science Education Equipment for Elementary SchoolUnit Name Required Science Equipment Unit Name Required Science Equipment
Living Creatures and their
Environment
Plantsfield glasses, pruning shears, botanical specimen collection box, microscope, plant models, etc.
The Earth and
Space
Sunlight plane mirror
Animals rearing equipment, thermostat, microscopeThe moon & stars
globe, star chart, etc.
Structure & mechanism of animal bodies
model of the circulation system/arm joints, anatomical model, skeleton, etc.
Changes in the state of water
thermometer, iron stand, alcohol lamp, protective goggles, etc.
Matter and Energy
Light plane mirror, photocell, etc. Weatherinstrument box, weather observation set, etc.
Electricity
ammeter, voltmeter, simple galvanometer, miniature light bulb, Nichrome wire, battery, set of magnets, magnetic compass, etc.
Rivers Models of land formations, etc.
MagnetismLand forms & soil content
Topographical map, rock and fossil specimen, model showing soil and rock strata, etc.
Electromag-netism
General purpose equipment
Tape measure, presentation equipment, waste fluid disposal device, equipment for preparing teaching materials (set of power tools and hand tools), storage for equipment, storage cabinet for chemicals, AV materials, etc.
Pressure simple vacuum container, spirit level, etc.
Heatthermometer, equipment for radiating heat, convection experiment equipment, etc.
Solutionsmeasuring cylinder, balance scales, thermometer
Force spring measure, lever, wheel & axle, etc.
Movementstop watch, weights for use in the study of dynamics, vacuum pump, etc.
Combustioniron stand, alcohol lamp, protective goggles, etc.
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.178
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Special Education ( as of May 2001, at the compulsory education level )
Types of Schools
CategoryNumber of Schools
Number of Classes
Number of Children
Special Schools
Schools for the Blind 71 - 1,169
Schools for the Deaf 107 - 3,499
Schools for Children with Intellectual and Physical Disabilities
818 - 45,621
Elementary Schools
Special Classes - 27,711
77,240Special Educational Support through Resource Rooms
- - 29,565
Total - - 157,094SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan Web site JICA(2003) “The History of Japan’s Educational Development”
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Standard for School Library Book Stock
No. of Classes
Number of Books
Elementary School Lower Secondary School
1 2,4004,800
2 3,000
3 ~ 6 3,000 + 520×(Number of classes - 2) 4,800 + 640×(Number of classes - 2)
7 ~ 12 5,080 + 480×(Number of classes - 6) 7,360 + 560×(Number of classes - 6)
13 ~18
7,960 + 400×(Number of classes -12)
10,720 + 480×(Number of classes -12)
19 ~30
10,360 + 200×(Number of classes -18)
13,600 + 320×(Number of classes -18)
31 ~ 12,760 + 120×(Number of classes -30)
17,440 + 160×(Number of classes -30)
SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 2003, Standard for School Library Book Stock
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Moral EducationObjectives:
Through the overall educational activities at school, a rich sense of humanity is nurtured including a sense of morality, decision-making skills, and willingness and attitude to learn and apply.
1. To foster a spirit of respect for human dignity and reverence for lives of each other2. To cultivate rich humanity3. To educate future citizens who preserve and develop traditional culture, and endeavor
to create a new culture4. To educate future citizens that endeavor to develop a democratic society and state5. To educate future citizens capable of contributing to the realization of a peaceful
international community6. To foster self-governing Japanese nationals7. To cultivate individual morality
Contents:
Common issues identified by the teacher and children through their joint effort in pursuing, discussing and taking action for a better way of life.
<Four types of contents: > 1) Content focusing on oneself 2) Content focusing on relationships with other individuals 3) Content focusing on nature and a supreme being 4) Content focusing on relationship with groups and society
SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 1999, Course of Study for Elementary School---- Moral Education
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Special Activities
SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 1999, Course of Study for Elementary School---- Special Activities
Objectives:
Special activities, through collective activity practice, aim to foster voluntary and independent abilities and life attitudes by deepening self-awareness as a member of the group.
1. To promote appropriate collective activities
2. To support child development with a good balance between physical and emotional growth
3. To discover and understand the uniqueness of individual personalities
4. To foster social skills
5. To foster voluntary and practical attitudes
Contents:
1) Classroom ActivitiesIssues concerning the improvement and enhancement of school lives at both the classroom and school level. Issues concerning daily lives, adaptation to school lives, health and safety
2) Pupil Council Activities3) Club Activities4) School Events
Ceremonies, Arts and Cultural Events, Sports and Health/Safety Promotion Events, School Trips and Excursions, Voluntary and Agricultural/Work ExperiencingActivities
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“Integrated Study Period”
SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 1999, Course of Study for Elementary School---- General Provisions
What is “Integrated Study Period”?Based on each individual school’s effort and creativity, various educational opportunities of an interdisciplinary and comprehensive nature that meet the interests of children will be provided through “Integrated Study Period,” taking into consideration the local context and the situation surrounding the children.
Objectives
1) To help children develop the capability and ability to discover problems, think, make judgments, and solve them by themselves.
2) To help children learn how to learn and reason, develop mind to independently and creatively cope with problem-solving activities and inquiring activities, and deepen their understanding of their own way of life.
Learning Activities
Activities on various issues will be designed according to the unique situation ofeach school. Issues include:• Interdisciplinary and comprehensive issues such as international
understanding, information, environment, welfare and health• Issues of children’s interest• Issues that are closely related to the community and school’s characteristics.
22
Life Environment Studies
SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 1999, Course of Study for Elementary School---- School Life
Objectives
Children’s activities and experiences in community, in the environment and with people in their neighborhood will be promoted to stimulate children’s interests in their relationship with society and nature. Through this process, the basis for independence will be formed by understanding social life skills necessary for everyday life.
Contents
< Basic contents >(1) The relationship between self and others/society(2) The relationship between self and nature(3) Self-awareness
< Practical contents >(1)The way of living healthily and safely (2) Relationship with family & friends
(3)Social awareness and manners (4) Economic life and consumption
(5) Information management and exchange (6) Outdoor environmental activities
(7) Time and Seasons (8) Creativity in play
(9) The joy of growing up (10) Basic daily habits and life skills
23
Lesson StudyThe Process of Lesson Study: Elaboration of the lessons through
the continuous cycle of “Plan-Do-See”
Study of Teaching Material ( Plan )(Identification of themes,
compilation of lesson plans)
Lesson Study ( Do )(Lesson implementation
and observation)
Lesson Discussion Meeting ( See )(Lesson evaluation
and reflection)
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.227
24
Strong Points of School-Based Training① Has potential to deepen research on urgent
problems faced by the school or the teacher.② Has potential to take research forward in the
context of linking it with everyday school practice.
③ It is easy to utilize research results immediately for classroom practice.
④ Has potential to deepen joint research in context of smooth human relations.
⑤ It is easy to carry out research on the basis of relationship with parents or local community.
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.222
25
The Significance of In-service Training for Teachers
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.221
① Enhancing human qualities as educators
② Acquiring high-level specialist knowledge and skills
③ Acquiring new teaching methods④ Communication and assembling of
information among teachers⑤ Assembling information provided by
the administration
26
Types of In-service Training Provided by Different Bodies
Implementing Body Types of Training
Central GovernmentTraining to develop teacher leaders
Training to cope with topics of immediate urgency
Board of Education in prefectures,
designated cities and core cities
Training geared to length of experience
Training according to functions
Board of Education of Municipalities
Training geared to the actual condition of each municipality
Schools Attainment of school objectives, etc.
Teachers Self-study training for personal enlightment
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.219
27
An Overview of Training Geared to Experience and Length of Service
Training for Newly Appointed Teachers Training for Experienced Teachers( after 5 /10 /20 years)
It is necessary to conduct a systematic and organized training during the period when the teachers tries to connect what they have learned during pre-service training in university with the daily experience in the classroom in order to increase the teacher’s self-awareness of teaching as a profession and enable the teacher to undertake autonomous educational activities. On the basis of awareness of this need, this training aims to develop practical teaching ability and a sense of mission in the teacher, and at the same time, to broaden the teacher’s perspective.
At the same time as enhancing specialist teaching abilities in each subject, this training aims to deepen a teacher’s ability to tackle educational research and to heighten the qualities appropriate to a professional teacher.
1) In-school Training: about 2 days a week for 60 days or more in a year. The teacher mentor plays the main part and gives the newly appointed teacher advice and guidance.
2) Out-of-school Training: about 1 day a week for 30 days or more in a year. As well as lectures in an Education Center, observation visits to other schools, and practical activity in the local society, a 4-night residential training course is also included.
〔 Example: training after 10 years’ service〕Courses for a teacher with 10 years’ experience are divided into 3 stages on the basis of personnel performance evaluation. The content, aiming to enhance teaching method, lifestyle guidance, and the qualities required as educational public servant, is implemented for 15 days in school and 15 days out of school.
Items considered necessary for the performance of professional duties
〔 Examples〕mental preparedness as a teacher, basic general knowledge, class management, subject teaching, moral education, special activities, pupil guidance, health guidance, safety administration, etc.
〔 Example: in-service training in Tokyo public schools〕The basic parameters for any teacher (professional duties, etc); training concerned with guidance and teaching (subject, lifestyle, career guidance, etc); school management; updating on social developments (IT, environmental education); cross-curricular issues (educational assessment, etc).
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.219
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28
Constituent Ability Items and Training Examples Suited to Professional Ability LevelConstituent Ability
ItemsTraining Content Suited to Professional Level
Principal Stage
Ability in: school management and administration, internal and external coordination, general management
-School management and the principal’s role-Problems in school management and administration-School administration regulations-Service evaluation-Personnel transfer matters-Accounting matters
Deputy Principal
Stage
Ability in coordination within the school
-School management issues and the deputy principal’s role-Problems in school management and administration-Responding to teachers’ union-School accidents and responses to them-Lectures on education laws and regulations
Teacher-in-
charge Stage
Ability as a teacher leader
Teacher guidance
-Issues in promoting student guidance-Overview of educational counseling-Practical duties in educational affairs-Ways of looking and thinking about educational laws-Understanding of problem behavior-Present state of juvenile delinquency and interfacing with police authorities
Ordinary Teacher
Stage
Basic abilities, class management ability
Training for newly appointed teacher or for teacher with 10 years’ service
( See for details the previous table showing “Training geared to experience and length of service” )
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.220
29
Educational Administrative Bodies and AuthoritiesEducational
Administrative Bodies
Authorities
Ministry of Education, Culture, Sports, Science and Technology, Japan / Minister of Education
・ Guidance, Advise, Support
・ Requests for surveys, statistics, etc.
・ Financial help from central funds
・ School establishment criteria ・ Textbook authorization
・ Curriculum criteria
・ School enrollment criteria ・ Supervision of teacher licensing
・ Ordinances, instructions, circulars, notices
・ Jurisdiction over national university and schools
・ Financial support to private universities
・ Jurisdiction over public and private universities and granting of permission to establish them
Prefectural boards of education
・ Guidance, Advise, Support ・ Appointment of teaching staff supported by prefectural funds・ Requests for surveys, statistics, etc.・ Performance evaluation planning
・ Exhibition of authorized textbooks
・ Granting permission for exemption from compulsory school attendance
・ Issuing of teachers’ license
・ School administration rules and regulations
Municipal boards of education
・ School administration
・ Supervision of teachers’ service
・ Performance evaluation implementation
・ Selection of textbooks
・ Setting, notifying and getting approval of educational
planning criteria ・ Educational planning formulation
・ School enrollment enforcement and exemption
・ School administration regulations
Municipal schools
・ Lesson planning formulation ・ Notification to boards of education of non-attendance or delinquency among children
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.69
30
Organization of the Board of Education
Board of Education
ChairmanBoard members
The Superintendent of Education
Deputy Superintendent
Secretariat
Governor
( Appointment )
( Appointment 、 Supervision )
( Management 、Supervision of staff members )
SOURCE: National Commission of Prefectural Education Boards Website (Translation)
Other Institutions
Prefectural Schools
Libraries
Museums
General Affairs Division
Financial Affairs Division
School Affairs Division Supervisors
Administrative staff
Technical staff
Other staff members
Guidance Division
Physical Education & Sports Division
Lifelong Education Division
Cultural Affairs Division
Benefits & Welfare Division
Office of Education
Educational Institutions
31
The Basis for Lesson Planning :Teaching Plan
Types of Teaching Plan
ContentsPlan
drafters
Annual teaching plan
The basic teaching plan divided up by subject and grade (Compiled on the basis of the Course of Study for each subject).
Each board of education or each school
Subject unit-based teaching plan
A teaching plan which allocates time units in accordance with the learning activity time division in such a way that learning and teaching can be developed in each subject unit, on the basis of a detailed subdivision, at the time of implementing the annual teaching plan.
Each school grade or individual teacher
Individual lesson teaching plan
A detailed lesson teaching plan containing the results of consideration if such points as the time allocation needed to develop learning points, lesson development, points to be written on the blackboard, and so on, to be used on the occasion of lesson implementation.
Each individual teacher
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp. 187
32
Summary Diagram of Structured Lesson DesignKinds of
Teaching PlanItems Content
Annual Teaching Plan
Subject Objectives
Overall objectives for improving the ability of children in every subject
Grade Objectives
Ability promotion objectives for each grade by subject for attainment of subject objectives
Grade Contents
Learning content set out as unit sets for attaining grade objectives
Unit Teaching Plan
Unit Objectives
Unit objectives concerned with children’s ability development for attainment of grade objectives
Unit ContentLearning content within unit time periods designated for attainment of unit objectives
Individual Lesson Teaching Plan
Lesson Objectives
Children’s learning content in lesson time designated for attainment of lesson objectives
Lesson Content
Lesson learning content designated for attainment of lesson objectives
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.187
33
Unit: ”(Lesson Theme)” Lesson Plan for Unit Lesson (Period)
1. Date and Time2. Class3. Unit Name (Lesson Title)4. Objective of this Lesson5. Lesson Development Plan
6. Plan for Blackboard Writing7. Lesson Evaluation
Individual Lesson Teaching Plan(Sample Format)
Lesson Contents Children’s Activities Support from the Teacher
・・・ ・・・ ・・・
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.198
34
Organization Chart of a PTA(Example)
General Meeting
Management Committee
Community RepresentativesCommittee
Specialist CommitteeGrade Representatives Committee
Officers’ Committee Auditors
Class Representatives Committee
Educational AffairsCommittee
Health and Welfare Committee
PR Committee
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.92
35
An Example of School CalendarMonth Semester School Events
Parents
Participation
Apr. Spring Vacation
First Term School Entrance Ceremony
○
Formal start of classes
Physical health check
May Visits to children’s home
○
Excursion
Sports tests
All-school trip
Jun. Parental observation of classes/discussion with parents
○
Jul. Whole-school cleaning
Formal end of classes
Summer Vacation
Aug. Seaside school Forest school
Month Semester School EventsParents
Participation
Sep. Second Term
Formal start of classes
Oct. Sports Day ○
Nov. Presentation of children’s achievements ( Arts and Culture Festival )
○
Dec. Parental observation of classes and discussion with parents
○
Disaster preparation training
Whole-school cleaning Formal end of classes
Winter Vacation
Jan. Third Term
Formal start of classes
Feb. Marathon
Parental observation of classes and discussion with parents
○
Mar. Whole-school cleaning Formal end of classes
Graduation Ceremony ○
Spring Vacation
SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp. 89
36
How Teachers are Viewed in Japan
Teacher as a Sacred Profession
Teacher as a Professional
Teacher as a Worker
SOURCE: JICA(2003) “The History of Japan’s Educational Development” , diagram prepared based on the description in pp. 206
37
Types of Teacher Certificate
Kinder-garden
Elementary School
Lower secondary
school( certificate for subject teaching )
Upper secondary
school( certificate for subject teaching )
Special schools
Nurse Teacher
for the
blind
for the
deaf
for the other
disabled
General Certificate
Advanced class certificate
( Completion of a Master’s course )
○ ○ ○ ○ ○ ○ ○ ○First class certificate
( Completion of an undergraduate
course )
○ ○ ○ ○ ○ ○ ○ ○
Second class certificate
( Completion of a Junior college
course )
○ ○ ○ × ○ ○ ○ ○
Special certificate( Validity 5 ~ 10 years ) ×
(for subject
teaching) ○ ○ ○ ○ ○ ×
Temporary certificate( Validity 3 years ) ○ ○ ○ ○
○ ○ ○
○Requires either kindergarten, elementary, or
lower/upper secondary school
certificate