14th OECD/Japan Seminar

～ Construction of an Evidence-Based
Improvement Cycle ～
Kan SUZUKI
Senior Vice Minister of MEXT
June 28, 2011 １
 Educational System of Japan
○ 　 Appropriate division of roles and mutual cooperation between the national government
and the local authorities
Role of the national government

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.

Role of the prefectures

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

Role of the municipalities

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

Role of the schools

Organization of the curriculum and implementation of education

２
 1. Characteristics and Issues of
Japanese Education as Seen from
the PISA Survey

３
 Japanese Situation in ＰＩＳＡ Survey
○PISA 2003 survey showed significant decline in reading literacy

PISA 2000 Survey PISA 2003 Survey

＜ Level comparable
Reading ＜ Top group led by Finland ＞
to the OECD average ＞
Score of 522
literacy (8th of 32 countries)
Score of 498
(14th of 41 countries)

＜ Top group ＞
　 PISA Shock ！
Mathematical ＜ Top group ＞
Score of 557 ※１ Score of 534
literacy (1st of 32 countries) (6th of 41 countries)

＜ Top group ＞ ＜ Top group ＞

Scientific Score of 550 Score of 548
literacy (2nd of 32 countries) (2nd of 41 countries)

※1 　 Comparison of the results of common regions of 2000 and ４

2003
○ Main Efforts by Japan in Response to PISA Shock 　
Program to Boost Reading Comprehension
○　 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

Implementation of Concerted Nationwide Reading/Literacy Activities (% of schools implementing such ev ery morning before classes)
90% 88.7%
86.4% 87.2%
85% 83.7%
79.7% 81.0% 80.6%
80% 77.5% 小学校
75% 74.4% 中学校
70.7%
70%
66.0% 66.9%
65%
2003年 2004年 2005年 2006年 2007年 2008年
出典：「学校図書館の現状に関する調査」より作成

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

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

５
○ 　 Improvement in the academic skills of Japanese students mainly in the
field of reading literacy
PISA 2000 Survey PISA 2003 Survey PISA 2006 Survey PISA 2009 Survey

＜ Level comparable ＜ Level comparable

Reading ＜ Top group led by Finland ＞ ＜ Top group ＞
to the OECD average ＞ to the OECD average ＞
Score of 522 Score of 520
literacy (8th of 32 countries)
Score of 498 Score of 498
(8th of 65 countries)
(14th of 41 countries) (15th of 57 countries)

＜ Higher scoring group than ＜ Higher scoring group than

＜ Top group ＞ ＜ Top group ＞
Mathematical OECD average ＞ OECD average ＞
Score of 557 ※１ Score of 534
literacy Score of 523 Score of 529
(1st of 32 countries) (6th of 41 countries) (10th of 57 countries) (9th of 65 countries)

＜ Top group ＞ ＜ Top group ＞ ＜ Top group ＞ ＜ Top group ＞

Scientific Score of 550 Score of 548
※２ Score of 531 Score of 539
literacy (2nd of 32 countries) (2nd of 41 countries) (6th of 57 countries) (5th of 65 countries)

※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 ６
 Results of the PISA 2009 Survey
○ 　 Within the top ten in all competence fields out of 65 participating countries and regions
（ 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
 Issues as Seen from the PISA 2009 Results

○ 　 Percentage of being in the lower ranks quite high when compared to the
top countries
Reading literacy Mathematical literacy Scientific literacy
【 Unit ： 【 Unit ： 【 Unit ：
％】 ％】 ％】
Lower
than
Level １ｂ Total Level Lower than level 1 Level Lower than level 1
１ｂ

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- Hong Kong- Hong Kong-

0.2 1.5 1.7 2.6 1.4
China China China

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
８
 Reading literacy
○ 　 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

Overall reading Access and retrieve Integrate and interpret Reflect and evaluate
performance

8th 4th 7th 9th

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

Scientific 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

９
Interest and attitude towards learning

○ 　 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
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%

Time spent on lessons

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

Educational system

○ 　 Small percentage of students who answered that teachers help them when they need help
Teachers help when students need help Japan: 63.5% OECD average:78.2%

１０
 National Academic Ability Survey

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)
　　　

Examples of questions
on the test language

○ 　 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
arithmetic (mathematics)

○ 　 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)

１１
Knowledge Gleaned from the Survey on
the State of Learning/Scholastic Ability Nationwide
Questions that were answered differently between
prefectures that scored highly/low respectively
○　 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.)

Characteristics shown by prefectures that continuously scored highly

○ 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

１２
 Issues of Japanese Education as Seen from the Survey

Sectoral 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

Improvement of Learning
Content
Overall logic problems

○ 　 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

Improvement of the
Educational System １３
2. Educational Reform to
Resolve the Issues

１４
 Improvement of Learning Content
○ 　 Revision and steady implementation of the Courses of Study
Courses of Study

○ 　 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

Basic ideas behind the 2011 and 2012 Revision

○ 　 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 Solid academic prowess To be rich in humanity

Knowledge Morals
Well-balanced improvement of academic ability
「 Zest for life 」
【 Emphasis on attainment of basic and fundamental knowledge and skills 】
○ Repetition learning in order to effectively internalize perplexing points Physical health
【 Emphasis on cultivating a thinking capacity/ decisiveness/ expressiveness 】
○ Enhancement of learning activities in order to utilize knowledge and skills such as observation, experiment, and Health and fitness
writing of reports in each subject.
○ Enhancement of problem-solving learning and exploratory activities across subjects.
１５
 Main points of revision in educational content

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

Enhancement of verbal activities

○ 　 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 math
and science education

○ 　 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 　

Boost the number of classes

○ 　 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) １６
 Improvement of the Educational System
○ 　 Increasing the number of teachers and enhancement of teaching qualifications

Realization of small-class teaching

○ 　 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

Establishment of graduate schools

with teacher-training programs

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 　

System for teacher certification renewal

○ 　 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

１７
○ 　 Establishment of school management 　
○ 　 Expansion of the discretion of the school principal, implementation of school-staff assessments,
reduction of the burden on teachers, etc.

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

Community schools (councils of school management)

○ 　 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)

Local headquarters for school support

○ 　 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)

Use of classrooms by children after school

○ 　 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)

１８
 Construction of a check and improve cycle

○ 　 Construction of a check and improve cycle based on the results of the national
academic ability survey
Measures of the national government
○ Effective and superior
○ 　 Implementation of the national academic ability survey (including science in the survey topics) action plan
○ 　 Feedback on the results ○ 　 Responses to nationwide issues and collection and promotion
of practical examples

Measures of the boards of education

○ 　 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

School measures Parents and local residents

○ 　 Assessment of school educational

○ 　 Action plan, improvement of educational guidance and learning
activities ○ 　 Involvement in and support of
in line with the academic ability and learning of each and every child
school management
１９