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Home > Policy > White Paper, Notice, Announcement > White Paper > JAPANESE GOVERMENT POLICICIES IN EDUCATION, SCIENCE AND CULTURE 1994 > PART II Chapter 12 Section 2 1

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PART II Recent Trends and Developments in Government Policies in Education, Science and Culture
Chapter 12. Educational Facilities for the Twenty-first Century
Section 2. Developing School Facilities with Distinctive Characteristics
1. Distinctive School Facilities to Meet the Changing Demand for Learning



(1) Formulation of Guidelines for School Facility Design

The Ministry of Education, Science and Culture has long worked to improve the quality of school facilities as part of its efforts to provide the functions and environments needed for school activities. For example, the Ministry issues Guidelines for School Facility Design to local governments and other organizations in order to provide advice about technical factors that must be taken into account in construction plans and designs.

The circumstances surrounding schools have changed dramatically in recent times because of such factors as the diversification and increased flexibility of educational content and methods and the growth of demand for learning activities. The existing Guidelines for School Facility Design need to be revised to provide a basis for the development of school facilities that reflect these changes.

In fiscal 1991 the Ministry began to conduct Research and Surveys Relating to the Formulation of Guidelines for School Facility Design. This project was prompted by the results of research and surveys concerning such factors as the introduction of multiple and highly sophisticated functions and information technology into school facilities and the revision of the Courses of Study.

The Guidelines for Elementary School Facility Design and the Guidelines for Lower Secondary School Facility Design were completed in fiscal 1991, followed by the Guidelines for Kindergarten Facility Design in fiscal 1992 and the Guidelines for Upper Secondary School Facility Design in fiscal 1993. Prefectural boards of education have been notified of the new guidelines.

The latest guidelines specify a number of basic policy goals, including

(1) the development of upper secondary schools with distinctive characteristics,
(2) the creation of sophisticated, multifunctional learning environments that allow a flexible response to educational needs,
(3) the development of facilities capable of accommodating the organizational, operational, and management systems needed to support diverse learning activities and lifestyles,
(4) the development of learning and living environments that are comfortable, healthy, and safe,
(5) the development of facilities and environments that take into account harmony with local communities, and
(6) the development of facilities and environments that can function as lifelong learning venues for communities.

The current downward trend in the number of schoolchildren is reflected in the growing number of surplus classrooms. Utilization of these classrooms has become a priority. In April 1993 the Ministry of Education, Science and Culture formulated the Surplus Classroom Utilization Guidelines, which define basic thinking on the planning and implementation of surplus classroom utilization programs and highlight aspects that require special care.

The Ministry subsequently issued "Facility and Environment Design for Life Education Studies" (January 1994) and "Facility and Environment Design for Foreign Language Education" (May 1994). These documents are based on issues identified as requiring special care in the Guidelines for School Facility Design. They detail specific aspects that need to be taken into account when developing facilities for the new "life environmental studies" subject for younger elementary school children and facilities for lower and upper secondary school foreign language education, which has been enhanced to provide an increased emphasis on the development of communication skills. The Guidelines for Special Education School Facility Design were to be formulated in fiscal 1994.


(2) Improving School Furniture

School furniture plays an integral role in day-to-day school life and has an important impact on schoolchildren's health and learning efficiency. When developing and improving furniture, it is necessary to take account of such factors as children's physiques and the nature of their learning activities.

The Ministry of Education, Science and Culture has long conducted research and surveys concerning the configuration, dimensions, functions, and other aspects of school furniture in relation to such factors as children's physiques and the content of learning activities. The findings are used as the basis of proposals for the establishment or amendment of Japan Industrial Standards (JIS). At present there are 19 JIS items relating to school furniture. The Ministry is working to ensure the dissemination of these standards through the preparation of manuals and the provision of advice to boards of education and other organizations.

The Ministry produced guidelines for computer learning furniture in fiscal 1991 and guidelines for furniture for use in multipurpose spaces in fiscal 1993. These guidelines are based on the results of research and surveys concerning the development of school furniture to meet needs generated by the growing use of information technology and the diversification of school education. The purpose is to disseminate information about furniture to meet the specific needs of individual schools in these areas. Since fiscal 1993 the Ministry has been conducting research and surveys on furniture for use in special classrooms. This work was also initiated in response to the diversification of education and the shift to an information-oriented society.


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