Latest news with #ScienceandTechnologyMinistry
Yomiuri Shimbun
04-07-2025
- General
- Yomiuri Shimbun
Flexible Curriculums Foster Well-being at Schools
To ensure that all students in Japan receive a high-quality education regardless of their school, the national government sets curriculum standards. These standards specify what must be taught at each grade and for how many hours. Textbooks and class schedules are strictly aligned with these standards. However, within this rigid system, more and more students are losing sight of why they are learning, and they are struggling to engage with their studies. A once-in-a-decade revision of the curriculum standards is now underway, with the aim of creating schools where everyone can enjoy learning and lead a happy school life. With special permission from the Education, Culture, Sports, Science and Technology Ministry, public elementary and junior high schools in Tokyo's Shibuya Ward have changed their allocation of class hours since last year. The schools divide their days into two parts: Mornings are devoted to core subjects like Japanese, math and science, while afternoons are focused on inquiry-based learning including 'integrated studies time.' Inquiry-based learning is a process aimed at developing the problem-solving skills needed to thrive in an unpredictable future. Integrated studies employ cross-disciplinary, inquiry-based learning and form an integral part of the current national curriculum standards. Since Shibuya's approach was presented as a model in discussions at the Central Council for Education, I visited the ward's Jinnan Elementary School at the end of May. With the school set to be rebuilt next year, the sixth-grade classes chose 'the school of the future' as their shared theme for this year's inquiry-based learning. Students have been envisioning the ideal learning environments, school events and classroom designs for their new school. Their results will eventually be presented to the local government and could bring real changes. On the day I visited, a class was held in the gymnasium and an employee of tech giant DeNA was working alongside teachers as a guest instructor. At the students' request, DeNA prepared a video introducing overseas education systems. The video was paused at intervals for the class to discuss it. Watching American high school students go from passive learning to active exploration, some children remarked, 'It's similar to what we're doing.' Inquiry-based learning for Shibuya's elementary and junior high students is comprised of three parts: 'foundations,' a 'grade-level shared theme' and 'personal themes.' During the first 30–50 hours, students develop foundational skills, learning among other things how to use graphic organizers to structure and analyze information, how to give effective presentations and how to leverage digital tools for research and sharing ideas. Simultaneously, students spend another 70–90 hours exploring a theme shared across their grade. At Jinnan Elementary, for instance, while sixth graders plan 'the school of the future,' fifth graders focus on disaster prevention and fourth graders on welfare. By working on these common themes, students learn the process of problem-solving: defining a question, gathering information, analyzing it and presenting the results and findings. While many schools focus only on common themes, students in Shibuya explore both common and individual themes, and ample instructional time is provided to this end. Students spend 15–35 hours on 'my inquiry learning.' At Jinnan, each student has a small pouch attached to their desk in which they can deposit notes with questions or topics they are curious about. These help form the questions each student should explore. For example, students who learned how to draw portraits in art class explored online techniques to improve their work. Others, inspired by their history class, researched their favorite era more deeply. According to Principal Nobutada Yamaguchi: 'The questions that students hit upon in class tend to be topics worth exploring. Many students now look forward to the afternoons because they can ask their own questions and learn at their own pace.' The students have acquired a variety of skills. 'I naturally developed thinking skills, communication skills and the ability to express myself,' said sixth-grader Koki Itano. Another sixth grader, Kohei Denda, added: 'Once you find a conclusion, a new question arises. This built up my ability to keep learning and to keep pushing ahead.' Hanako Nakamura, 11, said: 'Digital devices are only there to support people in what they're doing. There are many ways they can help with inquiries, but we shouldn't forget that it's still us doing the investigating.' To provide this enriching learning, the schools partner with outside groups. Shibutan, a support organization founded by former and current PTA leaders, works with the local board of education and connects schools with businesses, universities and organizations. Yusuke Yamada, a 45-year-old company employee and the organization's executive director, noted: 'We've heard from some schools that children who were reluctant to come to school now attend regularly. That may be because they can do what they want to do.' 'We must value children's interests and their curiosity,' said Superintendent Rintaro Ito, sounding hopeful about expanding inquiry-based learning, and not so concerned about core subjects getting less time. 'Teachers are helping students to tackle challenges they have set for themselves, and so we are shifting from traditional 'teaching' to 'learning together' or 'running alongside' students. Some students have even visited central government offices as part of their inquiries.' Following a request by the education minister last December for a review of curriculum standards, the Central Council for Education has begun in-depth deliberations, aiming to introduce a revised curriculum in fiscal 2030 or later. At issue for this revision is the growing number of students who cannot learn on their own because they do not understand the reasons for learning. Some find classes too difficult or too easy. Others are absent from school altogether. Recently, there are students who have academic potential but who struggle with Japanese due to their international background, as well as those who only excel in specific areas. Even students without notable challenges have diverse interests and needs. To embrace this diversity, the education ministry has proposed a two-tier curriculum. In the first tier, all children — regardless of their background — can enjoy and engage in active learning. This includes flexible decisions about what is learned at which grade and for how many hours. Where that isn't sufficient, the second tier allows for special exceptions. In the first tier, schools may introduce new subjects or even use part of class time for teacher training. Expanding inquiry-based learning, as in Shibuya Ward, is also viewed as a viable option. The current curriculum standards already emphasize inquiry-based learning together with 'education open to society' to prepare children for unpredictable times. However, this emphasis has been limited in impact due to obstacles like the COVID-19 pandemic. The council is looking at how to further enhance inquiry-based learning, especially through integrated studies, and how to cultivate skills like effective information use in the age of generative AI. Not only does inquiry-based learning allow for spontaneous problem-solving — it also has great potential to include diverse learners. If lessons are designed based on individuals' interests, strengths and traits, they can be made enjoyable for everyone, helping to build inclusive and welcoming classrooms. For teachers, this approach can be fulfilling and reduce stress. Even students who need Japanese language support can now participate in discussions using AI translation tools, fostering a richer, more multicultural learning environment. With inquiry-based learning likely to expand under flexible curriculum standards, teachers are starting to think about what they want to do in their classrooms. In late June, I visited Yamagata City for the national conference of the Japanese Association for the Education for Living Studies and Integrated Studies. Among the more than 700 people who attended this event, it was the young participants who stood out. High school students invited as panelists impressed researchers and teachers with their insights on learning. In themed workshops, young teachers listened intently to presentations, and in some cases even made presentations themselves. In many places, young teachers could be seen exchanging information and views about inquiry-based learning. To ensure that all students can enjoy learning and have a happy school life, we must at the very least avoid obstructing their passions. And similarly, enthusiastic young teachers should be supported in shaping this kind of learning through policy and systems. If students acquire a taste for learning, they will be able to take charge of their own lives in uncertain times and ultimately blossom into a wealth of possibilities. Political Pulse appears every Saturday. Makoto Hattori Makoto Hattori is a staff writer at the Yomiuri Research Institute
Yomiuri Shimbun
26-06-2025
- Business
- Yomiuri Shimbun
Phd Students May Soon Have to Be Japanese to Get Living Expense Grants, as Education Ministry Mulls Rule Change
The education ministry is considering limiting living expense grants for outstanding PhD students to Japanese nationals. At present, about 30% of recipients are Chinese international students. The grant program was originally aimed at Japanese students, and the Education, Culture, Sports, Science and Technology Ministry is looking at realigning the program with its original purpose. The ministry presented a plan to revise the program to a meeting of experts on Thursday, and hopes to act on it as early as fiscal 2026. The program, officially called Support for Pioneering Research Initiated by the Next Generation (SPRING), was launched by the ministry in fiscal 2021 and provides up to ¥2.9 million a year per student to cover living costs and research funding for their doctoral studies, with no nationality restrictions. Last fiscal year, 4,125 of the 10,564 recipients were international students, and Chinese nationals made up the largest group at 2,904 students. That led to questions at the Diet. Under the proposed revision, international students will not be eligible for the living expense grants, which can total as much as ¥2.4 million. However, they will still be eligible for research grants, and the ministry will even introduce a new system to adjust funding based on the subject of their research and their performance. Students working full time will also become eligible for grants. The revision comes as the ministry tries to finalize a strategy for developing human resources, which includes support for PhD students, by the end of this summer.
Yomiuri Shimbun
24-06-2025
- Yomiuri Shimbun
Concerns Remain 1 Year After Attack on Japanese in China; Background, Motive in Deadly Incident Still Not Clear
SHANGHAI — Following the murder a year ago of a Chinese woman and the attempted murder of a Japanese mother and her son by a Chinese man in Suzhou, China, security measures were implemented at Japanese schools across China. But concerns for safety remain. The incident occurred on June 24, 2024. The mother in her 30s and her preschool son, who were waiting for a Japanese school bus, were injured after being attacked by the knife-wielding man, and the Chinese woman was killed by the man as she tried to stop the attack. The boy was seriously injured and hospitalized. On the afternoon of June 18, security personnel were seen on high alert around the bus stop near the place where the incident occurred. A police vehicle also was on patrol in the area. When a school bus arrived at the stop, the security personnel surrounded the door of the bus as children disembarked. A security guard wearing a stab-resistant vest was also present near the school. According to the Consulate-General of Japan in Shanghai, security measures have been strengthened with the cooperation of the Suzhou municipal government, including the deployment of security guards on buses. Similar safety measures are being implemented at other Japanese schools in China with funding from the Japanese government. Parents who send their children to Japanese schools are believed to be grateful for the strong security measures. In April, the Chinese Foreign Ministry reported to the Japanese Embassy in China the execution of the perpetrator, who was sentenced to death for the attack, but this has not completely dispelled concerns in the Japanese community. This is because the background to the incident remains unclear, although it was reported that Zhou was dissatisfied with society. 'It is still not known whether he targeted Japanese people,' said a Japanese man in his 40s whose son and daughter attend a Japanese school in eastern China. According to the Japanese man, some of his colleagues have refused to be stationed in China due to safety concerns after the incident. The man said that there were few applicants for assignments in China in the first place, but the number of people who are willing to work in the country further decreased after the case. In a separate case in September, a Chinese man was arrested on suspicion of murder after allegedly fatally stabbing a Japanese boy on his way to school in Shenzhen, China. According to the Japanese Foreign Ministry, the number of Japanese nationals living in China has been decreasing. The number of students enrolled in 12 Japanese schools in China decreased by about 10% to 3,391 this fiscal year from 3,761 last fiscal year, the Education, Culture, Sports, Science and Technology Ministry said.
Yomiuri Shimbun
22-06-2025
- Business
- Yomiuri Shimbun
Konica Minolta to Provide Schools with AI-Powered Real-Time Translation Service Using Tablets
Konica Minolta, Inc. will launch 'KOTOBAL,' a multilingual interpreting service using tablets and other devices, for use in schools. As the number of foreigners living in Japan has increased, the number of children with foreign backgrounds enrolled in childcare centers and schools has been rising sharply, and the service is designed to support communication between teachers and other children. Three municipalities have already introduced the service on a pilot basis since April, and the company aims to have 30 municipalities adopt it by the next fiscal year. KOTOBAL is an AI-assisted, real-time automatic translation service, and is available in 23 languages, including English, Chinese and Vietnamese. The service enables students to check in their native language what the teacher is saying in Japanese during class via a tablet or other device. The service is also intended to be used for conversations between foreign and Japanese students during break times. A service in which remote interpreters respond to users' questions will also be available in approximately 20 different languages. A system will be set up to provide counseling on higher education and bullying. Also, parents and guardians of the students will be able to participate in meetings with teachers with no appointment necessary. According to the Education, Culture, Sports, Science and Technology Ministry, the number of foreign students requiring Japanese-language instruction in public schools was 57,718 in 2023, about double compared to nine years earlier. A survey showed that about 30% of them do not understand classes held in the Japanese language, which has become an issue in the field of education.
Yomiuri Shimbun
09-06-2025
- Business
- Yomiuri Shimbun
Japan to Conduct Probe into Career Guidance for Foreign Students; High Schools Nationwide to be Surveyed on Support Systems
Yomiuri Shimbun file photo The Education, Culture, Sports, Science and Technology Ministry building in Tokyo The government will this fiscal year launch a survey on career support for foreign students in high schools. The number of high school students in need of Japanese language instruction has doubled in the past 10 years. At the same time, the percentage of those who chose to work part time or be unemployed after graduation is high, posing a challenge for career support while in high school. According to the Education, Culture, Sports, Science and Technology Ministry, 5,573 high school students needed Japanese language instruction in fiscal 2023, approximately 2.3 times the number of 2,410 in fiscal 2012, and the number is expected to increase further in the future. At the same time, 38.6% (3.1% of all students) of those who found jobs after graduation were in non-regular employment, and 11.8% (6.5% of all students) were unemployed, having neither pursued higher education nor found employment. The survey results indicate that many foreign students are having difficulty in developing their careers. Some high schools offer visits from alumni students, take part in internship schemes and offer support from specialist staff. However, the government has been unable to ascertain how widespread these efforts have been. Therefore, the survey will seek to determine the systems in place across at high schools across the country for foreign students to support progression into employment and higher education. Systems that have advanced will be introduced on a trial basis at model schools and a report will be produced and shared among educational institutions nationwide with the aim of strengthening support systems.
