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Home > Policy > White Paper, Notice, Announcement > White Paper > Japanese Government Policies in Education, Culture, Sports, Science and Technology 2001 >Chapter4 Section2.3

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   Educational Reform for the 21st Century
Chapter4   SCHOOL-BUILDING FOR THE NEW TIMES
Section 2:   Improving the Quality of Teachers
3   For Further Improvements of the Quality of Teachers



(1) Expansion of Long-term Social Experience Training Program

A teacher, as a member of society, is required to have a broad perspective to keep up with the rapid progress of society.

  The Long-term Social Experience Training Program dispatches teachers to organizations other than schools, such as private companies, welfare organizations and social education organizations, for a period of one month to one year in order to widen their perspectives. This type of training program has been offered more and more frequently across the nation in recent years.

  MEXT since FY2001 has supported each board of education in its effort to expand the Long-term Social Experience Training Program.


(2) Leave for Graduate School Study

In April 2001, a leave for graduate school study became available to support self-initiated training by teachers. This leave allows public school teachers to take a temporary leave of absence from their jobs and attend graduate schools, where they can cultivate their critical minds by attaining new knowledge.


(3) Measures for Teachers with Insufficient Ability

To improve the ability of the entire teaching force, appropriate measures must be taken for teachers with insufficient ability. Specific areas that may need to be improved upon include building relations of trust with students.

As a result, MEXT:

{1} asked boards of education for prefectures and designated cities to conduct a research project on the establishment of a human resources management system that could deal with teachers possessing insufficient ability; and
{2} partly revised in June 2001 the Law Concerning Organization and Functions of Local Educational Administration so that municipal elementary and lower secondary school teachers who inappropriately guide their students can be transferred to public positions other than teaching (enacted in January 2002).

Voice from Social Experience Training Participants

Teacher Y of an elementary school in Numazu, Shizuoka was dispatched for about four months as a trainee in the Social Experience Training Program to Company A, which ran food and distribution services. Teacher A, after being briefed on basic information and knowledge such as the company outline and its business plan, had opportunities to actually work on merchandise control, delivery and marketing.

  Teacher Y, who underwent various experiences totally different from those of a regular elementary school teacher, made the following remarks:

  "When I worked at the private company, I felt that private companies always pursued reform. Schools should follow the company's example of its ability to see into the future, develop innovative ideas and a have passion for the development of the company, all of which I observed firsthand. In addition, private companies emphasized responsibility and teamwork. While mistakes and underachievement in business were cross-examined, a team worked together at damage control. Teachers often tell children to be responsible and cooperative, but I doubt teachers themselves are always responsible and cooperative with a sense of purpose. I would like to make use of this experience in the Social Experience Training Program in school education."

  Teacher M of a lower secondary school in Warabi, Saitama was involved with a nursing home for the handicapped. Teacher M, who said that he would like to acquire a broad perspective and rich humanity as a person by taking part in this training, made the following comments:

  "Each of those working for the nursing home was looking for measures to make the life of the handicapped individuals better, and was very eager to gather information to that end. There was a relationship of trust between the staff and handicapped individuals, and they respected each other. Such a relationship reminded me of the importance of trustful relations between teachers and students in school life. I also recognized that, in order to build confidence, teachers had to make various efforts with an aim of respecting students, as everyone here does."


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