1 Educational Reform Efforts Following Revision of the Basic Act on Education
In order to make education rebuilding effective, it is important to present a clear vision of education in Japan to the public and clarify how education should be promoted and reformed to this end.
MEXT for its part will make proactive efforts not only in enhancing various types of educational measures, but also in revising related legislation and formulating the Basic Plan for the Promotion of Education, in order to promote concrete educational reforms based on the principles set out in the revised Basic Act on Education, with the aim of education rebuilding. Furthermore, in order to build an educational system befitting of the 21st century and work to achieve education rebuilding, the Education Rebuilding Council was established with Cabinet approval, and is engaging in discussions on measures to promote various educational reforms.
(1) Revision of related legislation
The Headquarters for the Promotion of the Development of Legal Systems Related to Education was established within MEXT in January 2007, and is currently moving forward with examining the revision of related legislation based on the revision of the Basic Act on Education. On February 6, 2007, the MEXT Minister requested the Fourth Session of the Central Council for Education to discuss related legislation (School Education Law, Educational Personnel Certification Law, etc., and Law Concerning the Organization and Functions of Local Educational Administration) and the Basic Plan for the Promotion of Education. Based on this, the Council compiled a report entitled “Revisions to the Educational System Urgently Needed following Revisions to the Basic Act on Education” on March 10, and MEXT is aiming for the swift submission of the relevant legislation to the Diet.
(2) Basic Plan for the Promotion of Education
The recently revised Basic Act on Education includes provisions serving as a new basis for the Basic Plan for the Promotion of Education. Based on this new law, MEXT intends to set and implement measures that embody the ideas and principles stated in the revised Basic Act on Education within the framework of the Basic Plan for the Promotion of Education in a comprehensive and systematic manner in order to realize effective educational reforms.
In formulating the Basic Plan for the Promotion of Education, MEXT will be referring to items stated in the report titled “Revised Basic Act on Education and Basic Plan for the Promotion of Education Befitting to the New Times,” which was submitted to the MEXT Minister by the Central Council for Education on March 20, 2003. Meanwhile, MEXT intends to further examine the content of specific measures, policy objectives, and other items to be included in the plan at the Special Committee on the Basic Plan for the Promotion of Education of the Central Council for Education and on other occasions for discussion.
In order to promote educational reforms, it is important for the central government and local governments to fulfill their respective roles as well as cooperate and work together. Therefore, in the revised Basic Act on Education it is stipulated that local governments will formulate their own education plans to suit the needs of their respective regions based on the central government's Basic Plan for the Promotion of Education.
2 Progress of Educational Reforms
(1) Major progress recently made in educational reforms
The section covers the status of the major progress made in educational reforms, primarily in 2006, with a focus on system reforms and new efforts. The FY2005 White Paper on Education, Culture, Sports, Science and Technology (MEXT) focuses on educational reforms; it can be referred to for further information.
[Improvement of academic capabilities]
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Promotion of action plan for the improvement of academic capabilities
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Through projects for the formulation of hubs to improve academic capabilities, MEXT is promoting individually-targeted instruction, including instruction that incorporates learning activities such as advanced learning for children who have a sufficient understanding of basic and fundamental content, and instruction differentiated according to the level of proficiency in the given subject matter. This type of differentiated instruction is currently being implemented at approximately 80% of public primary schools and approximately 70% of public secondary schools throughout Japan.
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Through the program for the activation of the Period of Integrated Study and others, students are given the chance to experience the joy of learning in order to enhance their motivation to learn. Furthermore, efforts are made to boost students' individuality and abilities through such means as the Super Science High Schools (SSH), which carry out advanced education in mathematics, science, and so forth in collaboration with universities, research institutes, and other entities.
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The National Assessment of Academic Ability
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The National Assessment of Academic Ability will be conducted in FY2007. This objectives of this are that the government, boards of education and schools, assess educational outcomes, and improve on teaching and educational policies.
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In November 2005, MEXT established the committee to study how to conduct the National Assessment of Academic Ability (Chairperson: Eiichi Kajita, President of Hyogo University of Teacher Education). The Committee reported “Implementation Methods of the National Assessment of Academic Ability” in April 2006. In June 2006, MEXT decided the Implementation Guidance of the National Assessment of Academic Ability.
[Fostering spiritual wealth]
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Response to the issue of bullying
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The notice by the director of the MEXT Elementary and Secondary Education Bureau, “Thorough Efforts to Address the Issue of Bullying” (October 19, 2006), calls for thorough efforts at sites of education, including swift detection of and response to bullying. The notice called for cooperation with relevant institutions and warned against covering up problems.
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In order to address the worries and concerns of children, the telephone consultation services of prefectural boards of education and other institutions were enhanced to provide services even at night and during holidays. Also, the 24-Hour Bullying Consultation Hotline (0570-0-78310 Talk about Your Concerns) was set up nationwide with the aim of further enhancing measures against bullying.
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A Request from the MEXT Minister was announced on November 17, 2006 in which the MEXT Minister called upon both children and the broader adult society in general to address the problem of bullying.
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A notice by the director of the MEXT Elementary and Secondary Education Bureau entitled “Guidance for School Children who Engage in Undesirable Behavior” was issued on February 5, 2007, once again covering school suspension systems to be applied by the boards of education and schools with sufficient educational consideration for ensuring resolute guidance with regard to bullying and other undesirable behavior, and conveying the approach of MEXT with regard to punishment and other measures.
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Enhancement of moral education Kokoro no noto (notebook for moral education), which explains details of morality in an easy to understand manner, was created for and distributed to primary and secondary school students. Furthermore, practical research is being carried out on methods for giving instruction on morality that will resonate with school children.
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Promotion of rich experiential activities in school education
In order to make planned and systematic efforts in experiential activities in school education and foster persons with rich humanity and social development, the Rich Experience Activity Model Program has been implemented since FY2002. Support is being provided for various experiential activities at schools, including extended overnight-stay experiences in a natural environment, as well as social service experiences.
[Fostering sound bodies]
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Revision of Basic Plan for the Promotion of Sports
The “Basic Plan for the Promotion of Sports,” which was revised in September 2006, is aimed at reversing the declining trend in the fitness of children. Within the plan, “improving the fitness of children” through outside play, sports, and so forth was set as one of the pillars of the new policy challenges, based on the current situation of a long term declining trend children's fitness that has continued since 1985.
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Promotion of dietary education
Projects for the promotion of dietary education are being carried out in collaboration with schools, families, and communities, centered on diet and nutrition teachers (FY2006: 94 regions). Furthermore, new practical surveys and research are being conducted with regard to promotional policies, including promotion of the use of local products in school lunches through collaboration between schools and producers and the ways of promoting the inclusion of rice in school lunches (FY2006: 47 regions). In FY2006, diet and nutrition teachers were placed in 25 prefectures and 13 national university corporations.
[Improving “human resources” starting from infancy]
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Institutionalization of centers for early childhood and care
The “Law for the centers for early childhood education and care” was established on June 9, 2006, and centers for early childhood and care were institutionalized starting on October 1, 2006. This system allows facilities such as kindergartens, day-care centers that serve the functions of providing preschool children with education and childcare carrying out support for child rearing communities, to receive certification as a center for early childhood and care. This can be expected to result in the further enhancement of preschool education and childcare functions, including the integrated provision of education and daycare regardless of the employment status of the guardians. These facilities are also expected to provide consultation activities to respond to concerns about child rearing and places for parents and children to gather.
[Promoting Special Needs Education]
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From “Schools for the Blind, the Deaf, for the Intellectually Disabled, the Physically Disabled and the Health Impaired” to “Schools for Special Needs Education”
A partial amendment was made to the School Education Law (established on June 15, 2006 and implemented on April 1, 2007), and the system of special schools was turned into a system of Schools for Special Needs Education that can provide education for different types of disabilities. The partial amendment also requires the Schools for Special Needs Education to make efforts to advise and support the education for children with disabilities enrolled in regular schools, upon request. Moreover, it is clearly written in the new law that all schools, including mainstream schools, must promote Special Needs Education. Based on this, there is expected to be further promotion of “Special Needs Education” which provides appropriate support according to the needs of each child. It is also expected to respond to such factors as the increasing number of multiple disabilities and varieties of types of disabilities in recent years.
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Enhancement of education for children with disabilities such as LD(notes1), ADHD(notes2), etc. at primary and secondary schools
As a result of developments such as the partial revision of the enforcement regulations of the School Education Law, which went into effect on April 1, 2006, children with LD(notes1) and ADHD(notes2) have become eligible for special support services in resource rooms.
[Commending outstanding teachers and appointing diverse human resources in school education]
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Commending outstanding teachers
On February 15, 2007, the MEXT Minister commended 765 teachers at public and private schools who have made notable achievements in school education activities. In addition, MEXT encourages the efforts of the boards of education of prefectures and designated cities to commend outstanding teachers.
▲FY2006 MEXT Minister Outstanding Teacher Commendation Ceremony
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Appointing diverse human resources
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The enforcement regulations of the School Education Law were revised, and from April 1, 2000, it became possible to appoint principals from the private sector. As of April 1, 2006, 102 people from the private sector are active as principals.
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Starting on April 1, 2006, the appointment of vice-principals from the private sector without a teaching certificate and without experience working in education was institutionalized.
[Reforms to the organization and management of schools]
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Creating a school evaluation system
On March 27, 2006, MEXT formulated the “School Evaluation Guideline for Compulsory Education” (Minister of Education, Culture, Sports, Science and Technology decision), stating methods of school evaluation, evaluation items and evaluation indicators, and so forth. Based on the guideline, practical research on evaluation was carried out in FY2006 in prefectures and designated cities. Also, at 124 public primary and secondary schools throughout Japan, third-party evaluation of schools, which is the evaluation from a specialized and objective point of view, was implemented on a trial basis. Through these efforts, schools are expected to accomplish the three following objectives. First, schools are to make improvements to educational activities both autonomously and continuously. Second, as an effort to be open to local communities, schools are to be accountable to parents, guardians and local residents. Third, through the improvement of support and the school conditions implemented by the establishing bodies, schools are to enhance and ensure the quality of education.
[Creating Optimum Conditions for Education]
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The partial shift to grants of the budget for the improvement of facilities in public educational institutions
Partial revision was made to the Law Concerning the National Treasury's Share of Compulsory School Constitution and other institutions (enacted on March 29, 2006 and implemented on April 1, 2006), based on which part of the subsidies from the budget for the improvement of facilities in public educational institutions was replaced with grants, mainly for projects related to upgrading earthquake resistance such as reconstruction, reinforcement, and large scale remodeling. This shift to grants is expected to contribute toward creating safe and secure schools by expanding the range of discretion of the local governments and promoting the efficient improvement of facilities.
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Institutionalization of appointment of education personnel financed by municipalities nationwide
With the aim of realizing education tailored to local circumstances and building distinctive schools, appointment of education personnel independently financed by municipalities as an alternative to teachers financed by prefectures became possible starting from FY2003 in the Special Zones for Structural Reform. In order to further enhance education in municipalities, the Law Concerning the Share of Salaries of Municipal School Personnel was revised (enacted March 29, 2006 and implemented April 1, 2006), and these types of appointments were made possible throughout Japan.
[Strengthening of graduate school education]
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Formulation of Guidelines on Measures for the Promotion of Graduate School Education
The Guidelines on Measures for the Promotion of Graduate School Education were formulated in March 2006 with a view to enhancing and strengthening graduate school education at national, public and private universities. The guidelines indicate a direction for reforms to graduate school education going forward, and make clear priority measures to be undertaken swiftly, including the clarification of goals for the cultivation of human resources for each course and area of specialization, support for outstanding initiatives aimed at increasing the substance of graduate school education, and the formation of bases for educational research at the top international level.
[Improvement and enhancement of medical education]
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Enhancement of education on community medicine, cancer, etc.
A consultative committee regarding the improvement and enhancement of medical education began meeting in May 2005, and the First Report (November) and the Second Report (December) were compiled in 2006. These reports indicate policies for cultivating and securing doctors who will play a part in community medicine, and the educational content guidelines that medical students should learn were revised to emphasize socially significant matters.
[Improving educational functions of the family and of the community]
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Nationwide deployment of national “Keep Bedtime Early Get Up Early Take Breakfast” campaign
Nationwide activities to spread and provide education for the improvement of daily lifestyles, practical research and surveys in advanced regions, and so forth have been carried out starting in FY2006 as the “Project for Improving the Daily Lifestyles of Children” (FY2006 research and survey: 45 regions; national forums: 7 locations). Support is being provided for movements carried out by the National Council for “Keep Bedtime Early Get Up Early Take Breakfast” National Council, which was established in April 2006, centering on private-sector organizations.
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Promotion of the “After-school Plan for Children”
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In order to promote the creation of safe and secure schools, the “Project for Promoting Classrooms for Children in Local Communities” has been carried out as an emergency three-year plan since FY2004 (FY2004: 5,321 locations; FY2005: 7,954 locations; FY2006: 8,318 locations).
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There are plans for the nationwide deployment in FY2007 of the “After-school Plan for Children,” a set of comprehensive measures targeting the time after school in cooperation with the Ministry of Health, Labour and Welfare. The plan will consist of efforts to establish safe and secure bases for the activities of children utilizing spare classrooms at elementary schools after school, on weekends, and so forth, and to promote various hands-on activities, exchange activities, learning activities, and so forth, obtaining the participation of various community members.
[Modalities of educational costs]
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Reducing the financial burden for guardians
In various public opinion surveys, many people expressed concerns about the future cost of education and suggested enhancement of economic support as a countermeasure to the falling birthrate. On these grounds, a deduction system for specified dependents and tax exclusion measures on consumption taxes with regard to tuition fees and so forth will continue to be promoted. Also, starting in 2006, in order to promote donations to institutions such as school corporations and incorporated nonprofit organizations that carry out scholarship projects, measures were taken to lower from 10,000 yen to 5,000 yen the minimum amount of donation from an individual to school corporations and similar organizations that is eligible for exemption and deduction from income.
Furthermore, in the budget for FY2006 efforts were made to reduce educational costs through measures such as subsidies for guardians of children entering kindergarten, financial aid to private educational institutions, and scholarship projects.
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Subsidies for guardians with children entering kindergarten
Budget amount in FY2006: 18.1 billion yen (increase of 3.1 million yen compared to the previous year)
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Financial aid to private educational institutions (subsidies for current expenditures)
Budget amount in FY2006: 435.1 billion yen (increase of 2.5 billion yen compared to the previous year)
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Japan Student Services Organization scholarship projects
Project cost in FY2006: 799.9 billion yen (increase of 48.9 billion yen compared to the previous year)
* Includes grants [19 billion yen] for secondary school scholarship projects.
(2) Status of recent discussions at the Central Council for Education
The Central Council for Education is an institution that surveys and deliberates on important items regarding the promotion of education, lifelong learning, sports, and so forth under the consultation of the MEXT Minister. The Council thus plays an important role in promoting educational reforms. Recently, at the 58th General Meeting held on February 6, 2007, there was a request from the MEXT Minister for discussion on relevant bills (School Education Law, Educational Personnel Certification Law, etc., Law Concerning Organization and Functions of Local Education Administration) and the Basic Plan for the Promotion of Education. Based on this, the Council compiled a report entitled, “Revisions to the Educational System Urgently Needed following Revisions to the Basic Act on Education” on March 10, and is keenly examining the Basic Plan for the Promotion of Education. The Council also examined the following matters in FY2006.
Lifelong learning
In June 2005, “Measures to Promote Lifelong Learning to Lead the New Era” were discussed based on the existence of the pressing issues of promoting learning activities throughout each person's entire lifespan and creating an environment in which children can be nurtured in families and local communities in a free and easy manner.
On January 30, 2007, the content of deliberations up to that time were organized, and the interim report “Measures to Promote Lifelong Learning to Lead the New Era,” which makes proposals with regard to the future roles of the central and local governments, private-sector organizations, with specific measures regarding the promotion of learning activities of the nation, the improvement of the educational functions of the family and of the community, and support for learning activities by the whole community were compiled. Examination is still underway.
Primary and secondary education
Further examination is taking place based on the revised Basic Act on Education which was promulgated and put into effect on December 22, 2006, with regard to the clarification of objectives during the nine years of compulsory education and the modalities of the objectives of higher education. This is centered on issues such as the need for continued examination set forth in the report “Redesigning Compulsory Education for a New Era,” which was issued on October 26, 2005.
As for the improvement of the content of education, a “Report on the Progress of Deliberations” was compiled on February 13, 2006 at the Curriculum Committee, and a basic direction with revisions to courses of study as a whole was indicated. On January 26, 2007, “The Status of Deliberations of the Curriculum Committee in the Third Term,” which organizes the status of examinations up to that time, including deliberations from the time of the “Report on the Progress of Deliberations” onward, was compiled, and examination on matters such as the revision of courses of study as a whole is underway.
With regard to improving the quality of teachers, deliberations were carried out from the perspective that it is important that teachers be a widely respected presence trusted by people and society. On July 11, 2006, a report entitled “Modality of Future Educational Personnel and Certificate System,” which makes proposals on topics such as improving of the quality standard of courses for teachers, creating a graduate school system for teachers, and introducing a system for renewing educational personnel certificates, was compiled.
Furthermore, in the “Working Group on the Modality of Wages for Teachers,” which was established in July 2006, a well-defined pay system was constructed, and examination is being carried out with regard to the modality of wages for teachers at public schools from the perspective of efforts to improve the quality of education.
Higher education
In response to the comprehensive advice contained in the April 2001 “Measures for the Promotion of Higher Education Reform in the Future,” examination is currently being carried out with regard to the modality of baccalaureate degree program education, including ensuring the quality of higher education and the development of university education from the perspective of students. This is in order to promote concrete reforms with regard to (1) the modality of the higher education system as a whole, including junior colleges, colleges of technology, and graduate schools, (2) desirable establishment approvals for universities, etc., and the scope of the future higher education, and (3) development of new forms of graduate schools, etc., that also take into account tie-ins to professional qualifications.
In the area of graduate school education, in response to the formulation in March 2006 of Guidelines on Measures for the Promotion of Graduate School Education, which are aimed at increasing the substance of graduate school education and the improvement of international acceptance and credibility, examination is being carried out by the Graduate School Committee with regard to a follow-up to these Guidelines and the modality of professional graduate schools.
Sports and youth
In order for youths to grow up into independent individuals, the crucial task is to increase the motivation that drives them into action. As such, deliberations have been carried out at the Sports and Youth Council based on the advice of “Policies to Increase Motivation among Youths and Foster their Balanced Development of Mind and Body” of June 2005. On January 30, 2007, based on verification of the current status and background of the motivation of youths a report entitled “Toward Fostering Independent Youths Who Will Lead the Next Generation” was issued, outlining policies that need to be carried out in order to increase motivation among youths and foster their balanced development of mind and body.
