Education for Foreign-Born Students at Japanese Public Schools

Over the past few decades, the number of foreign-born students registered in Japanese public schools, as well as the number of these students who require Japanese language instruction, have been increasing. However, foreign-born students who need language instruction vary by nationality and live throughout the nation, not necessarily in school zones in which experienced language teachers serve. This makes it difficult to provide extra teachers for only a few students, particularly considering that the Japanese Constitution does not obligate schools to provide basic education for these non-Japanese students. Consequently, an official scheme for Japanese language learning at public schools in Japan was not provided until 2014. The main objective of this study is to explore the dynamics of education for foreign-born students who study at Japanese public schools to examine whether the special language instruction course (tokubetsuno kyoiku katei) given to these students provides a scaffold for cultural diversity and enshrines incisive social development for all children at the school. More concretely, by conducting local teacher interviews at primary and lower secondary public schools, as well as with affiliated language class teachers, and by exploring policies and practices for foreign-born students at Japanese schools, this study delineates the dynamics and challenges of social inclusiveness. The results indicate that Japanese language special instruction classes not only have enabled foreign-born students to become accustomed to the language and the school culture, but the classes have also encouraged mutual personal understanding between Japanese and foreign-born students. Keywords: Foreign-Born Students, Japanese Public Schools, Immigration Policy, Multicultural Understanding DOI: 10.7176/JEP/11-18-22 Publication date:June 30th 202

Teachers’ Perspectives on School Reform in Japan

Various education policies, which are not necessarily oriented in the same direction, have been implemented over the last few decades in Japan. Two polarizing policies are Yutori-Kyoiku and Datsu-Yutori Kyoiku. However, how have these policies been perceived on the ground? Are they understood correctly? This paper describes perceptions of these education policies by exploring voices from local teachers in Japan. The paper concludes that while some policies have been well-received, teachers have not yet been informed as to what these policies are based on, how they are formed, etc., in the larger educational framework. It also suggests that smoothing the channels between policy makers and teachers at the local level by clarifying policy objectives, implications, and plausible effects would help enable not only to smooth policy dissemination but also to understand real needs from the local school level, thereby improving education policy as a whole. The results of this study were presented at the 197th CICE seminar held at Bandung, Indonesia on November 21, 2016.Group A: Gender and EquityThis manuscript is basically a reprint of “Impacts of Recent Education Reforms in Japan: Voices from Lower Secondary Schools in Japan” in Journal of International Cooperation in Education, Vol.18 No.2, 2016, pp.55-65. Center for the Study of International Cooperation in Education, Hiroshima Universit

Challenges for implementing Inclusive Education in Bhutan

Achieving universal primary education for all has been realized in most of the world, yet in developing countries, only 73% of children of primary school age complete the primary school level (UNESCO, Global Education Monitoring Report 2016). These excluded children include refugees, language-minority children, children suffering from HIV/AIDS, and, at the highest percentage, children with disabilities. Providing quality education for all children regardless of gender, ethnicity, or disabilities, is undoubtedly an urgent matter, and Bhutan is not an exception. The major purpose of this paper is to uncover challenges for implementing inclusive education for children with disabilities in Bhutan. The data underlying this survey is mainly composed of questionnaires and interviews conducted in the country. The results indicate that in Bhutan, school-related factors, such as “insufficiency of appropriate facilities and equipment” and “overcapacity of teachers” are ranked high as obstacles to implement quality learning in school for children with disabilities. Similarly, some perceptional gap was found between teachers teaching at special classes or special schools and regular class teachers. Those regularly working with children with disabilities understand their ability more fully and felt stress resulting from the reality in which children with disabilities are NOT fairly treated or valued. This indicates some psychological barrier against children with disabilities as a whole

Impacts of Recent Education Reforms in Japan: Voices from Junior High Schools in Japan

Numerous education policies, which are not necessarily oriented in the same direction, have been implemented over the last few decades in Japan. Two of these seemingly opposing policies are Yutori-Kyouiku and Datsu-Yutori Kyouiku. However, how have these policies perceived on the ground? Are they understood correctly? This paper, while exploring voices from Japanese public schools, describes perceptions of these education policies by junior high school principals. The paper concludes that while some policies have been well-received, teachers have not yet been informed as to what these policies are based on, how they are formed, etc., in the larger educational framework. It also suggests that smoothing the channels between policy makers and teachers at the local level by clarifying policy objectives, implications and plausible effects would help enable not only to smooth policy dissemination but also to understand real needs from the local school level, thereby advancing education policy as a whole

Factors Influencing Teachers’ Attitudes Towards Inclusive Education in Myanmar

Many researchers worldwide have acknowledged the importance of teachers’ attitudes towards Inclusive Education (IE). The main objective of this research is to explore factors influencing teachers’ attitudes towards IE. A total of 439 in-service teachers working under the Ministry of Education and 305 pre-service teachers studying at the Universities of Education in Myanmar were included in this study. The results indicated that both pre-service and in-service teachers showed somewhat positive attitudes towards inclusion. Nevertheless, in-service teachers showed more positive attitudes towards including Children with Disabilities (CWDs) than pre-service teachers. Besides, their attitudes towards inclusive education were predicted directly and indirectly by familiarity with IE policies, having contact with disabilities, having knowledge about IE, type of disability, and availability of support. Therefore, this study recommended comprehensive IE courses and hands-on experiences at the teacher training colleges and universities to develop the knowledge and skill needed to mainstream CWDs to foster inclusiveness

The Potential of Non-Formal Education through Community Learning Centers throughout the World to Encourage Basic Literacy, Personal Development, and Societal Inclusion

Proceedings of the International Colloquium between the Graduate School of Education, Kyoto University (Japan) and the Institute of Education, University of London (UK): 25 March-26 March 2008 Clark Hall Institute of Education, University of Londo

Cross-cultural Study on Students' Life Satisfaction: A Pilot Study on the Sense of 'Happiness' in Finland, Bhutan, and Japan

Proceedings of the 2nd International Colloquium between the Graduate School of Education, Kyoto University (Japan) and the Institute of Education, University of London (UK) : 28 February- 1 March 2009 Kyodai Kaikan Kyoto Universit

Preserving National Identity and Fostering Happiness in an Era of Globalization : A Comparative Exploration of Values and Moral Education in Bhutan and Japan

The world is witnessing an increased interest in the pursuit of psychological well-being or happiness as opposed to economic well-being, as captured by a country's gross national product. Bhutan is at the center of this drive. Despite this ideological fervor in the pursuit of happiness, few studies have explored the role of the school and the curriculum in this process. This study compares values education in Bhutan and moral education in Japan and explores how happiness is being instilled through the school curriculum. Although the histories of values and moral education in the two countries are dissimilar, both have recently carried out important political and legislative reforms with implications for education of this type. This study finds that there are similar dynamics in fortifying national identity through values or moral education in both countries, but that core concepts such as “love for family," “love for hometown," and “love for country," or “patriotism" as well as “international understanding and amity" are taught differently in each context