Creating schools for extending the features of inclusive education : school architecture in Japan and Finland(FY 2015 Narional Institute for Educational Policy Research, Seminar on Educational Facilities Reseaerch)

I. Opening address　Organizer’s remarks 　　Mr. Haruo Minatoya Deputy Director-General, National Institute for Educational Policy Research Ⅱ. Keynote speech 7 1.“Finnish Inclusive School Architecture” Mr. Reino Tapaninen Chief Architect, FinnishNationalBoard of Education 2.“Finnish Inclusive Education System” Ms. Aya Wabanabe AssociateProfessor,Tsuda College 3. “Creating Schools forExtending the Features of Inclusive Education in Japan” Mr. Jun Ueno President, Tokyo MetropolitanUniversity Ⅲ. Closing address 131 Mr. Takeshi Isoyama Director, Educational Facilities Research Center, National Institute for Educational Policy Researc

Report of the Investigative Research on the Reconstruction of Schools in Conjunction with Community Development – Records and Examination of the Process of School Facilities’ Reconstruction from Tsunami Damage after the Great East Japan Earthquake –

Contents1. Background of the Investigative Research 1(1) Damage to public school facilities(2) The government’s measures for reconstruction of schools in conjunction with community development (efforts in collaboration of three ministries)(3) Building a support system for efforts on reconstruction of schools in conjunction with community development2. Survey of school facility relocation plans, etc., in response to tsunami damage 2(1) Questionnaire survey(2) Interview survey3. Examination of school resumption and school facility reconstruction plans 3(1) Damage to school facilities for which relocation, etc. are planned(2) Actions when resuming school(3) Actions concerning reconstruction plans4. Dispatching experts to local governments planning relocation of school facilities 10(1) Request for support from Ishinomaki City(2) Support for Ishinomaki City(3) Outline of the basic plan5. Identified issues and countermeasures 17(1) Issues and countermeasures at the time of school resumption(2) Issues and countermeasures in reconstruction of schools in conjunction with community developmen

「学校施設における防犯対策の点検・改善のために」報告書 【英訳版】

IntroductionChapter 1 Safe and Secure Schools　Background 　Current status 　How to Use this Report Chapter 2. Implementation and Case Study of Inspection and Improvement　The catalyst for the measures and study framework 　Current status and extraction of problems　Manual and checklist 　Improvements　Information sharing and review of inspection Chapter 3 Case Studies　H H University affiliated elementary/jr. high school (Hokkaido)　K University affiliated school (Kochi Pref) 　D Private Jr. High School (Kyoto Pref)　S Elementary School, Shikii City (Saitama Pref)　S Elementary School, Adachi Ward (Tokyo) 　Kusatsu Education Committee (Shiga Pref)　G Elementary School, Kyoto (Kyoto Pref.)　K Elementary School, Osaka City (Osaka Pref)　S Elementary School, Hashimoto City (Wakayama Prefecture)　A Elementary School, Kochi (Kochi Pref)Chapter 4 Points from the Case Studies　Fulfillment of software based on the hardware review 　Effectiveness of safety map-making of school facilities　Accumulation of small tasks and emergency measures　Use of existing crisis-management manual and checklist 　Existing crisis-management manual and checklist　Creating a program for security training　Securing a rich educational environment　Enhancement of security measures with the communityReference　- Study Group Documentation and Checklist　- Chapter 3 Case Study: Contac

What is Effective Classroom Design?: School Architecture in Japan and Denmark : Report(FY 2016 National Institute for Educational Policy Research, Seminar on Educational Facilities Research)

Programs/ContentsI Opening remarks Opening remarks by the host Tsuyoshi Sugino Director General, National Institute for Educational Policy ResearchII Keynote Speech 1. “Schools in Denmark: Architectural planning, class teaching and use of space” Shunsuke Ito Professor of the School of the Information Environment, Tokyo Denki University 2. “Classroom design for 21st Century Learners a Scandinavian perspective” Ms. Pia Grell Sørensen, Learning consultant, and the head teacher of Halsnaes Lilleskole Ms. Lene Jensby Lange, CEO of learning space design studio Autens 3. Aiming for an active education space by examining classroom environments in the past, present and future Satoru Nagasawa Professor Emeritus Toyo UniversityIII Closing Remarks Takeshi Isoyama, Director, Educational Facilities Research Center, National Institute for Educational Policy Research(Appendix) Outline of the Lectur

Measuring Remoteness Using a Data-Driven Approach

Datasets of schools or hospitals often include an urban.rural divide drawn by government. Such partition is typically determined by subjective thresholds for a few variables, such as access to transportation and local population size, leaving aside relevant factors despite data availability. We propose to measure ‘remoteness’ by mapping a comprehensive set of covariates onto a scalar, and define an objective score of remoteness using a standard selection model. We apply the proposed method to data from Taiwanese public elementary schools. Our method replaces 35% and 47% respectively of the current official list of ‘remote’ and ‘extra-remote’ campuses, shifting the remoteness designation to those furthest from train stations, having the highest teacher vacancy percentages, and located in the least populous areas with the least well-educated populations. The campus- and district-level variables used are publicly available and periodically updated in most advanced economies, and the statistical model can be easily implemented.http://www.grips.ac.jp/list/jp/facultyinfo/chen-stacey

A Comparative Analysis of Competency Frameworks for Youth Workers in the Out-of-School Time Field

Research suggests that the quality of out-of-school time (OST) programs is related to positive youth outcomes and skilled staff are a critical component of high quality programming. This descriptive case study of competency frameworks for youth workers in the OST field demonstrates how experts and practitioners characterize a skilled youth worker. A comparative analysis of 11 competency frameworks is conducted to identify a set of common core competencies. A set of 12 competency areas that are shared by existing frameworks used in the OST field are identified. The age of youth being served, descriptions of mastery for each competency area, an emphasis on developing mid-level managers, and incorporating research emerge as factors that should be addressed in future competency frameworks

Just transitions for a Climate-Resilient Development in Africa – Transforming Dialogue into Action

CCDA-X1, hosted by the Government of Namibia, convened on the theme: “Just transitions for a Climate-Resilient Development in Africa – Transforming Dialogue into Action” in collaboration with Africa’s civil society organisations, academia, development partners, regional and international organisations and the private sector. The conference resulted in the following key messages to be taken forward to COP27 by Namibia

Brown and black in white: The social adjustment and academic performance of Chicano and black students in a predominately white university

This article explores the academic and social experiences of Chicago and black students at UCLA. The analysis proceeds by examining differences in social backgrounds, high school and college experiences, and explores the relationship between these factors and college adjustment and achievement (GPA). Drawing upon recent theory on class reproduction and schooling we show particular concern with the role of social class in explaining differential outcomes. The findings indicate that blacks are more likely than Chicanos to feel alienated and perform poorly, and that social class makes no difference in these outcomes for blacks. However, middle class Chicanos perform better and are better adjusted than working class Chicanos. We discuss our findings in the light of theories of class reproduction, cultural capital, and racial signaling, suggesting that theories of reproduction must acknowledge the role of race in unequal school outcomes.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43870/1/11256_2005_Article_BF01141631.pd