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School Education in Japan Elementary Schools Today Support Material Organization of the School Structure in Japan SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan: Web site

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School education in japan elementary schools today l.jpg

School Education in JapanElementary Schools Today

Support Material


Organization of the school structure in japan l.jpg
Organization of the School Structure in Japan

SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan: Web site


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Number of Schools, Students and Teachers in Japan(As of May, 2003: Correspondence course excluded)

NOTE: In Japan, lower secondary and upper secondary schools are separated.

SOURCE: Data from the Ministry of Education, Culture, Sports, Science and Technology, Japan


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The Structure of School Management(example)

Functional Organization

Activity-based Organization

Public

Teachers' Mutual Aid Association

Relations

OB/OG Association

Section

PTA

Administration of facilities and equipment

Administration of the contact network

General

Affairs

Section

Clerical affairs (administration of documents, budget drafts, etc.)

School Business

Management Committee

Traffic safety guidance

Committee of teachers with

School lunch guidance

Health and

designated responsibilities

Environmental hygiene and creation of beauty in the school surroundings

Safety

Section

Vice

Teachers'

Health guidance and regular health checks

Principal

meeting

Principal

Guidance on extra-curricular activities

Daily Life

Planning and guidance for all-school meetings and club activities

Guidance

Management and guidance of the "Children's Conference" activities

Section

Daily life planning and guidance within the school

Research

and

Research presentations

Entrance Ceremony

Committee

Implementation of teaching research

Training

Implementation of training outside subjects and subject areas

Graduation Ceremony

Section

Committee

Deciding on and administering school events

Budget Committee

Educational evaluation

Educational

Administration of register of enrolled children

Affairs

Preparation of grade management draft

Section

Deciding on education plans (yearly, monthly, weekly)

Drawing up and submitting the curriculum

SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.88


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Professional Duties of Designated Teachers

SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.90


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School Health Activities

○Health issues covered by the subject curriculum of Physical Education

and Health and Physical Education

○Health, safety and nutrition issues covered by other related subject

Health Instruction

curriculums

○Health, Safety and Nutrition issues covered by "Integrated Study Period "

Health

Education

○Health guidance through classroom/ homeroom activities

○Health guidance through school events

Health Guidance

○Health guidance through student councils and club activities

○Individual guidance in health rooms and classrooms

○Health guidance through everyday school life

School

○Health observation

○Health examination(Health Survey)

Health

○Monitoring and guidance of students with

Management

○Health consultation

of physical

health concerns

and mental

○Prevention of infectious disease

aspects

Students'

○First Aid

Health

Management

○Monitoring and managing health aspects of students' daily life

Management

of life

○Management of school life

Health

   ・Organizing time tables and daily schedules appropriate for a healthy life

Management

   ・Play and sports during breaks

   ・The psychological environment in the school

Management

○Hygiene management of school environment

Environmental

of School

   ・Hygiene inspection of school environment(Regular, Daily)

Management

Environment

○Beautification of school environment for a better psychology

○Establishing teachers' group and cooperation mechanism

○Cooperation with families

Organizational

○Cooperation with other related institutions, organizations and schools

Activities

in the local area

○School Health Committee

SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan: Web site


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Subjects and Standard Class Hours for Elementary Schools

SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.152


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Timetable (example)

SOURCE: Compiled on the basis of timetable in Kamitoba elementary school.

Different subjects are allocated for Period 1 to 6.


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Authoring・Editing (Textbook Publishers)

Year 1

Year 2

Examination(Minister of Education)

Selection

(Public schools:Boards of Education

National & Private Schools:School principals)

Year 3

Production (Textbook Publishers)

Supply (Textbook Suppliers)

Year 4

Use (Children)

Textbook Authorization Process

SOURCE: JICA(2004) Video “The History of Japans Educational Development”


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Lesson

The existence of a “relational network of tensions” linking these three factors is a precondition for a good lesson

Teacher

Teaching

Material

Children

SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.226


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Basic Flow of Learning Development (example)

Confirmation of readiness Difficult points from previous lesson

Express problem solving methods and ways of thinking

Present lesson theme

Have discussion on the basis of presentations

Debate lesson theme

Propose expectations or hypotheses

Summarize learning content and methods

Think of methods and solve problems

Announce theme of the next lesson

SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.192


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Plan for Blackboard Writing

Date. Class period

Name of teaching materials

Name of first group to give presentation

Particular points to watch out for or listen to during the presentation

Discussion points on the presentation

Name of second group to give presentation

Particular points to watch out for or listen to during the presentation

Discussion points on the presentation

New topic

SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.199


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Learning Styles and Their Characteristics

SOURCE: JICA(2003) “The History of Japan’s Educational Development” P191


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Teaching Methods

SOURCE: JICA(2003) “The History of Japan’s Educational Development” P191


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Types of Classrooms

Science room

Ordinary classroom

Music room

Visual arts &

Handicrafts room

Multi-purpose room

Home-making room

Special classroom for

disabled children

Facilities for Life

Environmental Studies

Classroom

Special classroom

Special activity room

Education consultation

room

Common study space

Broadcasting room

Library

Space for preparing and

storing educational materials

and teaching aids

Audio visual room

Computer room

SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 2003,

Guidelines for Upgrading of School Facilities (modified and translated)


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Criteria for Science Education Equipment for Elementary School

SOURCE:JICA(2003) “The History of Japan’s Educational Development” pp.178


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Special Education School(as of May 2001, at the compulsory education level)

SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan Web site

JICA(2003) “The History of Japan’s Educational Development”


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Standard for School Library Book Stock School

SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 2003,

Standard for School Library Book Stock


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Moral Education School

SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 1999,

Course of Study for Elementary School---- Moral Education


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Special Activities School

SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 1999,

Course of Study for Elementary School---- Special Activities


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“Integrated Study Period” School

SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 1999,

Course of Study for Elementary School---- General Provisions


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Life Environment Studies School

SOURCE: Ministry of Education, Culture, Sports, Science and Technology, Japan, 1999,

Course of Study for Elementary School---- School Life


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Lesson Study School

The Process of Lesson Study: Elaboration of the lessons through the continuous cycle of “Plan-Do-See”

Study of Teaching Material(Plan)

(Identification of themes,

compilation of lesson plans)

LessonStudy(Do)

(Lesson implementation

and observation)

Lesson Discussion

Meeting(See)

(Lesson evaluation

and reflection)

SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.227


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Strong Points of School-Based Training School

  • Has potential to deepen research on urgent problems faced by the school or the teacher.

  • Has potential to take research forward in the context of linking it with everyday school practice.

  • It is easy to utilize research results immediately for classroom practice.

  • Has potential to deepen joint research in context of smooth human relations.

  • It is easy to carry out research on the basis of relationship with parents or local community.

SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.222


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The Significance of SchoolIn-service Training for Teachers

  • Enhancing human qualities as educators

  • Acquiring high-level specialist knowledge and skills

  • Acquiring new teaching methods

  • Communication and assembling of information among teachers

  • Assembling information provided by the administration

SOURCE: JICA(2003) “The History of Japan’s Educational Development”pp.221


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Types of In-service Training SchoolProvided by Different Bodies

SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.219


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An Overview of Training Geared to Experience and Length of Service

Objectives

Training Format

Training Content

SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.219


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Constituent Ability Items and Training Examples Suited to Professional Ability Level

SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.220


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Educational Administrative Bodies and Authorities Professional Ability Level

SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.69


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Prefectural Schools Professional Ability Level

Libraries

Museums

General Affairs Division

Financial Affairs Division

School Affairs Division

Organization of the Board of Education

Governor

Educational Institutions

(Appointment)

Other Institutions

Secretariat

Board of Education

Chairman

Board members

Supervisors

Administrative staff

Technical staff

Other staff members

(Appointment、 Supervision)

Guidance Division

Physical Education & Sports Division

The Superintendent

of Education

Deputy

Superintendent

Lifelong Education Division

(Management、Supervision of staff members)

Cultural Affairs Division

Benefits & Welfare Division

Office of Education

SOURCE: National Commission of Prefectural Education Boards Website (Translation)


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The Basis for Lesson Planning : Professional Ability LevelTeaching Plan

SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp. 187


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Summary Diagram of Structured Lesson Design Professional Ability Level

SOURCE: JICA(2003) “The History of Japan’s Educational Development”pp.187


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Individual Lesson Teaching Plan Professional Ability Level(Sample Format)

Unit: ”(Lesson Theme)”

Lesson Plan for Unit Lesson (Period)

  • Date and Time

  • Class

  • Unit Name (Lesson Title)

  • Objective of this Lesson

  • Lesson Development Plan

  • Plan for Blackboard Writing

  • Lesson Evaluation

SOURCE: JICA(2003) “The History of Japan’s Educational Development”pp.198


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Organization Chart of a PTA Professional Ability Level(Example)

General Meeting

Management Committee

Officers’ Committee

Auditors

Grade Representatives

Committee

Community Representatives

Committee

Specialist Committee

Class Representatives

Committee

Educational Affairs

Committee

Health and Welfare

Committee

PR Committee

SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp.92


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An Example of School Calendar Professional Ability Level

SOURCE: JICA(2003) “The History of Japan’s Educational Development” pp. 89


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How Teachers are Viewed in Japan Professional Ability Level

Teacher as a Sacred Profession

Teacher as a Worker

Teacher as a Professional

SOURCE: JICA(2003) “The History of Japan’s Educational Development” ,

diagram prepared based on the description in pp. 206


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Types of Teacher Certificate Professional Ability Level


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