14th OECD/Japan Seminar14th OECD/Japan Seminar

Kan SUZUKIKan SUZUKISenior Vice Minister of MEXTSenior Vice Minister of MEXT

June 28, 2011June 28, 2011

～～ Construction of an Evidence-Based Construction of an Evidence-Based Improvement CycleImprovement Cycle ～～

１

Formulation of a model for each agency, setting of national standards, development of the Courses of Study, textbook screening, financial guarantees to support the installation of facilities and equipment and payment of teachers’ salaries (one-third), etc.

Educational System of Japan○ 　 Appropriate division of roles and mutual cooperation between the national government and the local authorities

Establishment and management of upper secondary schools and special needs schools, payment of teachers ’ salaries (two-thirds), personnel matters, etc.

Establishment and operation of elementary and lower secondary schools, selection of textbooks, supervision of teachers ’ duties

Organization of the curriculum and implementation of education

Role of the national government

Role of the schools

Role of the municipalities

Role of the prefectures

２

1. Characteristics and Issues of Japanese Education as Seen from

the PISA Survey

３

※1 　 Comparison of the results of common regions of 2000 and 2003

＜ Top group ＞Score of 550

(2nd of 32 countries)

Scientificliteracy

＜ Top group ＞Score of 557

(1st of 32 countries)

＜ Top group led by Finland ＞Score of 522

(8th of 32 countries)

＜ Top group ＞Score of 534

(6th of 41 countries)

Mathematical literacy

Readingliteracy

＜ Top group ＞Score of 548

(2nd of 41 countries)

＜ Level comparableto the OECD average ＞

Score of 498(14th of 41 countries)

PISA 2003 SurveyPISA 2000 Survey

○PISA 2003 survey showed significant decline in reading literacy

※１

Japanese Situation in ＰＩＳＡ Survey

　 PISA Shock ！

４

79.7% 81.0%83.7%

86.4% 87.2%88.7%

66.0% 66.9%

70.7%

74.4%

77.5%

80.6%

65%

70%

75%

80%

85%

90%

2003年 2004年 2005年 2006年 2007年 2008年

小学校

中学校

出典：「学校図書館の現状に関する調査」より作成

Implementation of Concerted Nationwide Reading/Literacy Activ ities (% of schools implementing such ev ery morning before classes)

○　Main Efforts by Japan in Response to PISA Shock 　

○ 　 Clarify efforts by schools, the government, and BOEs for the cultivation of PISA-style “reading comprehension” through the enhancement of activities related to reading/literacy, etc. 　・ Efforts by schools: promotion of reading/literacy through “morning reading” sessions, etc., providing more opportunities for students to express their thoughts in writing, etc. 　　　・ Efforts by the government/BOEs: implementation of workshops to boost Japanese language ability; production/distribution of teaching materials; enhancement of school libraries

Program to Boost Reading Comprehension

○Establishment　of　verification/improvement　cycle　through　efforts　that　reflect　survey　outcomes,　etc.,　by　schools,　the　government,　and　BOEs

Implementation of Surveys on the State of Learning/Scholastic Ability Nationwide

５

※1 　 Comparison of the results of common regions of 2000 and 2003 ※2 　 Owing to a change in the framework of the questions, comparison of the results of common questions allowing comparison

＜ Top group ＞Score of 550

(2nd of 32 countries)

Scientificliteracy

＜ Top group ＞Score of 557

(1st of 32 countries)

＜ Top group led by Finland ＞Score of 522

(8th of 32 countries)

＜ Top group ＞Score of 534

(6th of 41 countries)

Mathematical literacy

Readingliteracy

＜ Top group ＞Score of 548

(2nd of 41 countries)

＜ Level comparableto the OECD average ＞

Score of 498(14th of 41 countries)

PISA 2003 SurveyPISA 2000 Survey

＜ Level comparableto the OECD average ＞

Score of 498(15th of 57 countries)

＜ Higher scoring group thanOECD average ＞

Score of 523(10th of 57 countries)

＜ Top group ＞Score of 531

(6th of 57 countries)

PISA 2006 Survey

＜ Higher scoring group thanOECD average ＞

Score of 529(9th of 65 countries)

＜ Top group ＞Score of 520

(8th of 65 countries)

＜ Top group ＞Score of 539

(5th of 65 countries)

PISA 2009 Survey

○ 　 Improvement in the academic skills of Japanese students mainly in the field of reading literacy

※１

※２

６

○ 　 Within the top ten in all competence fields out of 65 participating countries and regions

Results of the PISA 2009 Survey

　 　 　 （ Top 15 countries and regions for each competence field shown out of 65 participating countries and regions)

　 Reading literacy Score Mathematical literacy Score Scientific literacy Score

1 Shanghai-China 556 Shanghai-China 600 Shanghai-China 575

2 South Korea 539 Singapore 562 Finland 554

3 Finland 536 Hong Kong, China 555 Hong Kong-China 549

4 Hong Kong-China 533 South Korea 546 Singapore 542

5 Singapore 526 Chinese Taipei 543 Japan 539

6 Canada 524 Finland 541 South Korea 538

7 New Zealand 521 Liechtenstein 536 New Zealand 532

8 Japan 520 Switzerland 534 Canada 529

9 Australia 515 Japan 529 Estonia 528

10 Netherlands 508 Canada 527 Australia 527

11 Belgium 506 Netherlands 526 Netherlands 522

12 Norway 503 Macao-China 525 Chinese Taipei 520

13 Estonia 501 New Zealand 519 Germany 520

14 Switzerland 501 Belgium 515 Liechtenstein 520

15 Poland 500 Australia 514 Switzerland 517

　 OECD average 493 OECD average 496 OECD average 501 ７

Reading literacy Mathematical literacy Scientific literacy

Level

Lower than１ｂ １ｂ Total Level Lower than level 1 Level Lower than level 1

Japan 1.3 3.4 4.7 Japan 4.0 Japan 3.2

Shanghai-China 0.1 0.6 0.7 Shanghai-China 1.4 Shanghai-China 0.4

South Korea 0.2 0.9 1.1 South Korea 1.9 South Korea 1.1

Finland 0.2 1.5 1.7 Finland 1.7 Finland 1.1

Hong Kong-China

0.2 1.5 1.7Hong Kong-

China2.6

Hong Kong-China

1.4

Canada 0.4 2.0 2.4 Canada 3.1 Canada 2.0

OECD average 1.1 4.6 5.7 OECD average 8.0 OECD average 5.0

※　Lower then level 1 (1b in reading literacy) deemed to be in the lower ranks

○ 　 Percentage of being in the lower ranks quite high when compared to the top countries

Issues as Seen from the PISA 2009 Results

【 Unit ：％】

【 Unit ：％】

【 Unit ：％】

８

○ 　 Comparatively large percentage of students in the top proficiency level○ 　 Skilled at finding and retrieving necessary information but slightly weak at understanding and interpreting its relevance and connecting this to their own knowledge and experience○ 　 High percentage of unanswered questions for the free writing questions

○ 　 Higher than the OECD average but quite a difference when compared to the top countries

Reading literacy

Mathematical literacy

○ 　 Comparatively large percentage of students in the top proficiency level

○ 　 In particular with regards to scientific ability, higher than the OECD average in all areas

○ 　 Ever since the survey commenced in 2000, Japan has maintained its position in the top international group

Scientific literacy

Overall reading performance

Access and retrieve Integrate and interpret Reflect and evaluate

8th 4th 7th 9th

９

○ 　 Looking at the time spent on lessons in one week, less time spent on science compared to the OECD average

○ 　 Small percentage of students answering that they have time to spend on reading for enjoyment

○ 　 Small percentage of students answering that they look forward to mathematics lessons

○ 　 Small percentage of students answering that they are interested in learning about science

Interest and attitude towards learning

Time spent on lessons

Test language Japan: 211 min. OECD average: 217 min. Finland: 150 min. Singapore: 283min.

Mathematics Japan: 235 min. OECD average: 214 min. Finland: 172 min. Singapore: 344 min.

Science Japan: 148 min. OECD average: 202 min. Finland: 194 min. Singapore: 345 min.

Time spent on reading for enjoyment (PISA 2009) Japan: 55.8% OECD average: 62.6%

Look forward to the mathematics lessons (PISA 2003) Japan: 26.0% OECD average: 31.5%

Interest in learning about science (PISA 2006) Japan: 50.0% OECD average: 63.0%

○ 　 Small percentage of students who answered that teachers help them when they need help

Educational system

Teachers help when students need help Japan: 63.5% OECD average:78.2%

１０

National Academic Ability Survey

○ 　 Complete survey implemented since 2007, from 2010 onwards approximately 30% in the form of a random sampling survey and surveys on request ○ 　 Subjects are 6th grade elementary school students (11 and 12 years old) and 3rd grade lower secondary school students (14 and 15 years old)○ 　 Implementation of a survey on questions concerning “knowledge” and “utilization” for the test language and arithmetic (mathematics)　　　

National Academic Ability Survey

○ 　 Clearly writing one’s own thoughts and impressions based on materials and information○ 　 Understanding sentence construction and properly writing what one wishes to communicate as well as follow-through○ 　 Devising ways of oral speaking such as for speeches○ 　 Writing appropriate sentences such as for announcements geared towards elementary school students

Examples of questions on the test language

○ 　 Mapping out one’s thoughts on routine events and expressing them in mathematical terms ○ 　 Understanding the relationship between two figures such as for percentages and ratios ○ 　 Calculating the volume of a cylinder○ 　 Expressing the width (y) of a rectangle made with a 16 cm piece of string in terms of the length (x)

Examples of questions onarithmetic (mathematics)

１１

Knowledge Gleaned from the Survey on the State of Learning/Scholastic Ability Nationwide

○　High　incidence　of　three-generations-under-one-roof　living　conditions ○ Low　percentage　of　students　who　watch　TV,　etc.,　for　long　periods　(4　hrs+/day)○ High　percentage　of　students　who　review　their　school　lessons　at　home○ Have　a　long　track　record　of　implementing　small　classes○ High　percentage　of　schools　that　conduct　daily　concerted　reading　activities　such　as　“morning　reading”　times○　High　percentage　of　schools　that　boost　their　overall　scholastic　level　through　supplementary　instruction○　High　percentage　of　schools　that　make　a　overall　team-oriented　approach　with　faculty　in　establishing　the　school’s　　　　　educational　objectives　and　methods　therefor

Characteristics shown by prefectures that continuously scored highly

○ 　 Percentage　of　students　who　strove　to　give　complete　answers　to　essay　questions○ 　 Percentage　of　students　with　stable　daily　habits　such　as　eating　breakfast○ 　 Percentage　of　schools　that　teach　study　skills　(taking　good　notes,　reviewing　past　mistakes,　etc.)○ 　 Percentage　of　schools　that　actively　advance　home　learning　such　as　homework○ 　 Percentage　of　schools　that　rigorously　maintain　discipline　(no　talking,　look　at　the　person　you’re　speaking　to,　etc.)

Questions that were answered differently between prefectures that scored highly/low respectively

１２

Issues of Japanese Education as Seen from the Survey

○ 　 High percentage of being in the lower ranks when compared to the top countries○ 　 Lack of a guidance system for students requiring support and guidance○ 　 Lack of interest and hesitant attitude towards learning

Overall logic problems

○ 　 Poor at reading and interpreting materials and information and connecting them to one ’s own knowledge and experiences○ 　 Poor at clearly writing what one wishes to express○ 　 Poor ability to connect and utilize knowledge in various situations

Sectoral problems

Improvement of the Improvement of the Educational SystemEducational System

Improvement of Learning Improvement of Learning ContentContent

１３

2. Educational Reform to Resolve the Issues

１４

【 Emphasis on attainment of basic and fundamental knowledge and skills 】 ○ Repetition learning in order to effectively internalize perplexing points【 Emphasis on cultivating a thinking capacity/ decisiveness/ expressiveness 】 ○ Enhancement of learning activities in order to utilize knowledge and skills such as observation, experiment, and writing of reports in each subject. ○ Enhancement of problem-solving learning and exploratory activities across subjects.

Improvement of Learning Content○ 　 Revision and steady implementation of the Courses of Study

○ 　 Cultivation of the “zest for life” based on the principles of education clarified in the amendment of the Basic Act on Education○ 　 Emphasis on balancing the attainment of knowledge and skills with a thinking capacity/decisiveness/expressiveness　○ 　 Cultivation of a rich and wholesome heart and body through solid moral and physical education

Basic ideas behind the 2011 and 2012 Revision

○ 　 Formulation of national standards for educational content by MEXT in order to ensure uniform national standards of education ○ 　 Purpose and contents of each subject, preparation of a guidance plan and handling of contents, specification of the number of class hours○ 　 Revision of the contents approximately every 10 years in order to respond to social changes and the demands of the times○ 　 Books prepared by private textbook publishers based on the Courses of Study to become textbooks after undergoing government screening

Courses of Study

Physical healthPhysical health

KnowledgeKnowledge MoralsMorals

Solid academic prowess

Health and fitness

To be rich in humanity

「 Zest for life 」Well-balanced improvement of academic ability

１５

○ 　 Enhancement of learning activities such as review and discussion in Japanese and other subjects with the aim of fostering children’s thinking ability/ decisiveness/ expressiveness through utilizing language.

Enhancement of verbal activities

○ 　 Enhancement of teaching contents corresponding to new scientific knowledge as well as to international-standard curriculum.○ 　 Enhancement of repetition learning and utilization of the attainment from learning in real life in Arithmetic/mathematics.○ 　 Enhancement of observation and experiments in Science 　

Enhancement of math and science education

○ 　 Japanese (by 6% in elementary schools and 10% in lower secondary schools)○ 　 Arithmetic/mathematics (by 16% in elementary schools and 22% in lower secondary schools)○ 　 Science (by 16% in elementary schools and 33% in lower secondary schools)

Boost the number of classes

① Enhancement of verbal activities ② Enhancement of math and science education ③ Enhancement of cultural/traditional education ④ Enhancement of moral education ⑤ Enhancement of experiential learning activities ⑥Enhancement of foreign languages

Main points of revision in educational content

１６

Improvement of the Educational System

① 　 Aimed at university graduates to have them become new members of the teaching profession equipped with enhanced practical guidance and developmental skills ② 　 Aimed at current members of the teaching profession for the purpose of cultivating school leaders equipped with both solid teaching theory and superior practical and applied skills 　

○ 　 Periodically upgrading knowledge and skills in order to maintain the qualifications necessary as a teacher

○ 　 Certificates made valid for 10 years and attendance of university lectures for the renewal of certification every 10 years

○ 　 Increasing the number of teachers and enhancement of teaching qualifications

Establishment of graduate schools with teacher-training programs

System for teacher certification renewal

○ 　 Revision of the standard number of students in one class, reduction of the number of first-year students in one class in public elementary schools from 40 students to 35 students○ 　 Construction by the municipalities of a framework for flexible numbers in response to the circumstances of the particular region and schools　 → Actualization of more thorough teaching through smaller classes

Realization of small-class teaching

１７

○ 　 Promotion of a framework to support the learning of children by the community as a whole such as by having local residents involved in learning supplementation for lessons, support of school events and development of the school environment (2,540 places as of 2010)

○ 　 Establishment of activity areas (a place to go) utilizing spare classrooms after school and on weekends, provision of opportunities for various experiential and exchange activities with the cooperation of the community (9,280 places as of 2010)

○ 　 Promotion of the creation of schools together with the community by having local residents involved in the process of school management - investing them with certain responsibilities and authority (789 schools as of 2010)

○ 　 Reinforcement of coordination and cooperation between schools, families and communities, education by society as a whole　

Community schools (councils of school management)

Local headquarters for school support

Use of classrooms by children after school

○ 　 Establishment of school management 　○ 　 Expansion of the discretion of the school principal, implementation of school-staff assessments, reduction of the burden on teachers, etc.

１８

○ 　 Implementation of the national academic ability survey (including science in the survey topics)○ 　 Feedback on the results ○ 　 Responses to nationwide issues

Construction of a check and improve cycle

○ 　 Creation of an action plan to tackle improvement of educational activities through coordination between the boards of education and schools in order to resolve the issues which schools in the region have in common, and promotion of the action plan

in the region

Measures of the boards of education

○ 　 Construction of a check and improve cycle based on the results of the national academic ability survey

○ 　 Action plan, improvement of educational guidance and learning in line with the academic ability and learning of each and every child

School measures

Measures of the national government

○ 　 Assessment of school educational activities ○ 　 Involvement in and support of school management

Parents and local residents

○ Effective and superior action planand collection and promotion of practical examples

１９