Implementation and Impact of the Dual Language IB DP Programme in Japanese Secondary Schools

Implementation and Impact of the Dual Language IB DP Programme in Japanese Secondary Schools Final Report June 16, 2016 Beverley A Yamamoto (ed.) Authors Beverley A Yamamoto Takahiro Saito Maki Shibuya Yukiko Ishikura Adam Gyenes Viktoriya Kim Kim Mawer Chika Kitano 1 TABLE OF CONTENTS EXECUTIVE SUMMARY................................................................................................................................ 8 KEY RESULTS FROM THE RESEARCH ....................................................................................................... 10 IMPLEMENTATION .................................................................................................................................... 10 ESTABLISHING BASELINE DATA ............................................................................................................... 17 ACKNOWLEDGEMENTS ............................................................................................................................. 20 TABLE 0.2 SCHOOLS OFFERING THE IB DP IN JAPAN BY PREFECTURE AND SCHOOL STATUS AS OF FEBRUARY 2016 ...................................................................................................................................... 22 CHAPTER ONE ...................................................................................................................................... 26 BACKGROUND TO THE IB 200 SCHOOLS PROJECT IN JAPAN ............................................... 26 JAPAN AND INTERNATIONALISATION ...................................................................................................... 26 THE JAPANESE SCHOOL SYSTEM ............................................................................................................. 28 FIGURE 1.1. THE JAPANESE SCHOOL SYSTEM ......................................................................................... 29 TUITION FEES .......................................................................................................................................................... 31 SCHOOLS IN THE ‘MISCELLANEOUS’ CATEGORY .............................................................................................. 34 UNIVERSITY ADMISSIONS AND INTERNATIONALISATION ...................................................................... 36 NURTURING GLOBALLY COMPETENT HUMAN RESOURCES ................................................................... 38 SUMMARY ................................................................................................................................................. 40 CHAPTER TWO..................................................................................................................................... 42 DEBATES AROUND PEDAGOGY, LEARNING SKILLS, AND COMPETENCIES ...................... 42 MEASURES OF GAKURYOKU, OR SCHOLASTIC ACHIEVEMENT ................................................................ 42 MOVING BEYOND GAKURYOKU ................................................................................................................ 45 NURTURING 21ST CENTURY LEARNING SKILLS .................................................................................... 46 JAPANESE CONCEPTUALISATIONS OF 21ST CENTURY LEARNING COMPETENCIES ................................ 49 FIGURE 2.1. FOUR ELEMENTS AND RELATED SKILLS, COMPETENCIES, AND ATTRIBUTES ASSOCIATED WITH IKIRU CHIKARA ............................................................................................................................... 53 SOURCE: ADAPTED AND TRANSLATED FROM CENTRAL COUNCIL OF EDUCATION, 1996. ................. 53 FIGURE 2.2. DEFINING SHAKAIJIN KISORYOKU, OR FUNDAMENTAL COMPETENCIES FOR WORKING 2 PERSONS .................................................................................................................................................... 54 SOURCE: ADAPTED AND TRANSLATED FROM MINISTRY OF ECONOMY, TRADE AND INDUSTRY, 2006. ................................................................................................................................................................... 54 FIGURE 2.3. COMPETENCIES INVOLVED IN GAKUSHI-RYOKU, OR GRADUATE ATTRIBUTES .................. 56 RELATING THE IB LEARNER PROFILE TO JAPANESE COMPETENCIES ................................................... 57 THE IDEA OF GLOBAL JINZAI ................................................................................................................... 60 SUMMARY ................................................................................................................................................. 62 CHAPTER THREE ................................................................................................................................. 63 OVERVIEW OF RESEARCH QUESTIONS, DESIGN, AND METHODOLOGY ........................... 63 RESEARCH QUESTIONS ............................................................................................................................ 63 PROGRAMME IMPLEMENTATION ............................................................................................................... 64 BASELINE DATA AND PERFORMANCE MONITORING................................................................................. 65 RESEARCH DESIGN ................................................................................................................................... 66 PROGRAMME IMPLEMENTATION ............................................................................................................... 66 BASELINE DATA AND PERFORMANCE MONITORING................................................................................. 67 FIGURE 3.1. OVERVIEW OF RESEARCH DESIGN ...................................................................................... 68 ETHICS CONSIDERATIONS ........................................................................................................................ 68 CHAPTER FOUR ................................................................................................................................... 70 IMPLEMENTATION STUDY ............................................................................................................... 70 IMPLEMENTATION STUDY: RESEARCH DESIGN AND METHODOLOGY .................................................. 70 KEY INFORMANT INTERVIEWS ................................................................................................................ 72 TABLE 4.1. KEY INFORMANT INTERVIEWS ........................................................................................... 72 WORKSHOP AND FORUM PARTICIPATION .............................................................................................. 73 TABLE 4.2. WORKSHOPS AND FORUMS ATTENDED .............................................................................. 74 ABOUT THE CASE STUDY SCHOOLS......................................................................................................... 75 TABLE 4.3. KEY FEATURES OF THE FIVE CASE STUDY SCHOOLS ........................................................... 76 TABLE 4.4. VISITS TO INTERNATIONAL SCHOOLS .................................................................................. 78 FINDINGS .................................................................................................................................................. 78 MEXT AND BUSINESS COMMUNITY MOTIVATIONS .................................................................................. 78 TABLE 4.5. GOVERNMENT POLICY ON THE IB DP ................................................................................ 83 SUPPORT FOR THE IB DP CURRICULUM ................................................................................................... 87 SUPPORT FROM THE IB ............................................................................................................................. 95 MEXT SUPPORT ....................................................................................................................................... 95 2 SUPPORT OF LOCAL BOARDS OF EDUCATION ........................................................................................... 96 FORMAL AND INFORMAL NETWORKING BETWEEN SCHOOLS .................................................................. 97 FINANCIAL IMPEDIMENTS ......................................................................................................................... 99 NATIONAL CURRICULUM REQUIREMENTS ............................................................................................. 102 SCHOOL ENVIRONMENT AND PEDAGOGICAL ISSUES ............................................................................. 104 ORGANISATIONAL ISSUES WITHIN MEXT ............................................................................................. 106 TRANSITION TO UNIVERSITY ................................................................................................................. 109 HUMAN RESOURCES ............................................................................................................................... 112 OTHER SCHOOL ENABLERS .................................................................................................................... 112 SUMMARY .............................................................................................................................................. 115 CHAPTER FIVE .................................................................................................................................

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