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In May 1992 the Ministry of Education, Science and Culture designated 642 pilot schools for fiscal 1992 and 1993. Research was carried out regarding the adaptation of school curricula and management to a semimonthly five-day school week. In April 1994, 733 pilot schools (including 636 schools that had cooperated in the previous program) were designated for cooperation in continuing research and surveys. The period covered was fiscal 1994.

Research and surveys on the semimonthly five-day school week conducted by the pilot schools in these two programs showed that in fiscal 1992 and 1993 the schools were in general working to secure the required number of class hours by combining a variety of innovations and that they were striving to improve their teaching content and methods, including the development of individually targeted teaching and methods focusing on hands-on learning. It was also found that schools were working actively to develop new management initiatives, including explanations to families and communities. Schools expressed concern about the way in which the provision of greater relaxation in school life as a whole should be approached, however.

Outlined below are specific improvements in the management of class hours, improvement of teaching content and methods, and school management innovations.

Schools devoted considerable effort to the improvement of class-hour management in order to secure sufficient class hours for subjects without increasing children' workload.

The results of research and surveys at the pilot schools show that efforts relating to class hours are based on innovations that reflect the characteristics of each category of school. The required number of class hours is being ensured through measures that include the careful selection of school events and activities for free hours used at each school' discretion and the reconsideration of shorter classes and examination leave. Schools are implementing concepts that take into account children' rhythms and concentration span, such as the development of schedules based on two-week cycles and the adjustment of class hours on a yearly basis. Between 30% and 50% of the schools have added extra class hours to other days of the week. The majority of schools that have done so, however, have increased the number of class hours per week by one unit hour or less.

Schools are striving in various ways to avoid increasing children' workload. Some schools have enhanced their teaching to encourage children to approach learning activities independently, via their own interests and thinking. Schools are also adjusting their schedules to reflect children' study and life rhythms.

Thanks to development of improved class-hour management, over 90% of the upper secondary schools, elementary schools, kindergardens, and special education schools and over 80% of the lower secondary schools that have cooperated in the research and survey programs state that these measures have been effective in terms of avoiding increases in children' workload (combined percentages of schools that responded "very effective" or "fairly effective" to survey questions) ( Figure I.2.4 ).

Figure I.2.4. The Effect of Modifications to Class-Hour Management on the Workload of Kindergarten and Elementary School Children

The five-day school week is being introduced with the aim of achieving a transition to education based on a new concept of scholastic ability. The achievement of this goal requires the careful selection of teaching materials for each subject, as well as the improvement of teaching content and methods, in order to develop an approach to education that gives priority to fostering children' willingness to learn independently and their ability to think, judge, and express themselves by means of hands-on learning and a problem-solving approach to learning.

The pilot schools are enthusiastically introducing methods that give priority to such aspects as the careful selection of teaching materials, hands-on learning, and a problem-solving approach to learning. The majority of these schools are also working to develop teaching methods based on respect for the individual.

These efforts to improve teaching content and methods are reflected in survey results. Over 90% of schools in all categories state that their innovations have been effective in fostering willingness to learn independently and the qualities and abilities needed to think, judge, and act independently.

The introduction of the five-day school week requires schools not only to adapt their curricula but also to make appropriate adjustments at all levels of school management. For example, it is necessary to make schools more open to the community and to adapt school management to school holidays on Saturdays.

Over 90% of the pilot schools have engaged in explanations to families and communities, as is indicated by such survey responses as "seeking understanding and cooperation through efforts to disseminate information about school policies and activities." In addition, many schools have indicated that they are "establishing forums for constructive input about schools and exchanges of views." Most of these schools are also working to utilize the natural and community environments and the human resources of their communities.

About 80% of elementary schools, 70% of lower secondary schools, 60% of upper secondary schools, and two-thirds of kindergartens and special education schools are providing greater access to school facilities or are preparing to do so. Through such innovative measures, of the pilot schools more than 90% of the lower secondary schools, elementary schools, and kindergartens and 90% of the upper secondary schools and special education schools have reported success in helping children acquire the qualities and abilities needed to think, judge, and act independently in their schools, families, and communities.

In August 1993 the Ministry of Education, Science and Culture designated 11 regions as areas for implementation (the designated periods were fiscal 1993 and 1994). Research has been carried out in these areas concerning the best approaches to cooperation among schools, families, and communities following the introduction of a semimonthly five-day school week. Wide-ranging practical research is being conducted regarding cooperation among schools, families, and communities, including community response to the five-day school week and active utilization of the educational functions of families and communities.