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 .................................................................................................................................