The School Education Through Technological Literacy for Pre-Vocational Education in Japan

by
Prof. Tasaku OKUYA
Saitama University
Urawa Japan

1. Introduction

Regarding formal school education in Japan, there has been a strong call for making the educational system more adaptive to such social changes as a more informed society, an advanced aged society, and internationalized society.

I would like to report the curriculum architecture and content, and the factors for the future of teaching in the lower secondary school through technological literacy of Industrial Arts Education which will begin starting April, 1993.

2. The Content of Presentation

I have taken up these topics for my presentation today. They not only belong to my field of specialization, but also because I am looking forward to attaining further developments in my studies in light of stimuli 1 hope to receive from you.

This is what I intend to present today.

2.1 On the Curriculum Administration in Japan

a. Organization of the school system
b. Policies of curriculum administration

2.2 On Industrial Arts Education in the Lower Secondary School

a. Prescribed subject and number of school hours in the lower secondary school.
b. Complete area and grade

2.3 Objectives of Subject

a. Overall objectives of the Industrial Arts
b. Objectives and contents of the main areas.

* Wood Working
* Electrical Technology
* Information Technology

2.4 On the Factors for the Future Technology Education

a. Development of the effective teaching material
b. In-service training for teacher
c. Study on the educational effect in this subject.

3. On the Curriculum Administration in Japan

3.1 Organization of the Present School System

This is the figure of organization of the present school system in Japan.

Industrial Arts Education has been put in practice for three years in the lower secondary school, namely junior high school.

3.2 Policies of Curriculum Administration, and Improvement and Enrichment of Elementary and Secondary Education (Improvement of Methods of Teaching)

The National Curriculum is responsible for issuing the Course of Study which sets forth national standards for the curriculum for each school level, with a view to maintaining an optimum standard for education throughout the country, as well as to ensuring equal educational opportunity.

Figure 1. Organization of the present school system

The basic objectives of the latest revision of the Courses of Study are: to cultivate people who have rich and strong hearts and minds; to nurture in children the ability to cope positively with changes in society; to place more emphasis on basic knowledge and skills with pre-vocational education; and to promote such educational programs as will help students fully develop their individualities.

a. The Revised Courses of Study

In March 1989, the Ministry revised the Courses of Study for kindergartens, elementary schools, lower secondary schools and upper secondary schools, with the basic aim of helping children develop the competence to live an independent life coping with various changes taking place in society.

b. Start of the Courses of Study

The revised Courses of Study for kindergarten was put into effect in 1990. The Course of Study for elementary schools was put into effect in 1992 and the Course of Study for lower secondary schools was put into force in 1993. The scheduled Course of Study for upper secondary schools will take effect in 1994 for the 10th grade, in 1995 for the 11th grade, and in 1996 for the 12th grade.

c. Preparation for the Course of Study

With a View of securing a successful transition to the revised Course of Study, and helping individual schools adopt part of the revised content even before the full implementation, the Ministry began in 1990 to implement certain transitional measures for allowing schools to conduct moral instruction and "special" (extracurricular) activities in accordance with the revised Course of Study. For a smoother transition, the Ministry also organizes training seminars and prepares guidance materials so that teachers may become better informed of the objectives of the revised Course of Study.

d. Revision in Cumulative Record.

In March 1991 changes were made in the form of the cumulative records on pupils for elementary schools and for lower secondary schools.

These revisions in the cumulative records have been earned out with a view towards making them more useful for continuous guidance of students as well as towards promoting educational activities reflecting the basic aim of the revised Course of Study.

4. On Industrial Arts Education in the Lower Secondary School.

4.1 School Hours of Industrial Arts Education.

Prescribed subject and number of school hours in lower secondary school is shown by the following Table 1.

Subject	Grade
	1	2	3
Japanese Language	175	140	140
Social Studies	140	140	70-105
Mathematics	105	140	140
Science	105	105	105-140
Music	70	35-70	35
Fine Arts	70	35-70	35
Health and Physical	105	105	105-140
Education
Industrial Arts and Homemaking	70	70	70-105
Moral Education	35	35	35
Special Activities	35-70	35-70	35-70
Elective Subjects	105-140	105-210	140-280
Total	1050	1050	1050

Note: One Unit school hour is a class period of 50 minutes.

4.2 Complete Area and Grade and Method of Study

Industrial Arts Education covers the following areas, and the areas are taught for students with consideration for the following conditions:

The School should select and teach more than seven areas to students in the eleven areas from A to K, paying due consideration to the realities of school and local community, the characteristics of students, and so forth. Then planning should be made to teach for all students the four areas of "A: Wood Working"; "B: Electrical Technology"; "G: Home held Technology"; and "H: Food" (Table 2).

It should be the standard to teach "A: Wood Working" and "G: Home held Technology" in Grade 1.

The number of school hours to be allowed to the areas of "A: Wood Working", "B: Electrical Technology", "G: Home held Technology", and "H: Food" is 35 school hours as the standard, and that of the other areas is from 20 school hours to 30 school hours as the standard.

Table 2: Complete area in Industrial Arts Education

A: Wood Working

B: Electrical Technology

C: Metal Working

D: Mechanical Technology

E: Cultivate Technology

F: Information Technology

G: Home held Technology

H: Food

I: Clothing

J: Shelter

K: Childcare

: Compulsory Area

a. Example of the Teaching Plan

Next, let me show you an example of teaching plan as shown in Table 3.

Table 3: Example of teaching plan

Grade	1	2	3
	Wood Working	Electrical Tech'	Information Tech'
	(35)	(35)	(35)
	Home held Tech'	Food	Mechanical Tech'
	(35)	(35)	(35)
			Clothing
			(35)

The numbers enclosed in brackets are the number of school hours

5. Objectives of the Subject

These are the overall objectives for Industrial Arts Education

5.1 Overall Objectives

To make students acquire fundamental knowledge and technological literacy necessary in human life, by increasing their understanding on the relationship between human life and technological skill in home and activity in society, and to develop an ability to devise and create willingly an attitude to practice.

5.1.1 Objectives and Contents of the Main Areas.

Woodworking

Objectives:

To make students understand the relationship between the properties of wood and ways of working through the design and production activities of simple wood product, and to develop an ability to produce accordingly with the purpose and condition of usage.

Content:

1) To give instruction on the following in regard to the designing of wood product.

a. To know the function and structure of the product in accordance with the purpose and condition of usage.

b. To know the present ideas of the product, and to be able to make an idea sketch and a plan for production.

c. To know the process of production and the procedures of working.

2) To give instruction on the following in regard to the material necessary in production activities of wood products.

a. To know the features and proper usage of wood materials.
b. To know the features and proper usage of adhesive and joint materials.
c. To know the features and the proper usage of painting materials.

3) To give instruction on the following in regard to the usage of tools and machines for woodworking.

a. To know the composition and proper usage of tools and machines for woodworking.

b. To be able to mark and cut and plane the wood materials through the proper use of tools for woodworking.

c. To be able to cut and plane the wood materials through the proper use of machines for woodworking.

d. To be able to assemble adequately following: the idea, the sketch, and the plan for production.

e. To be able to paint adequately depending on the usage of the finished product.

4) To make student examine the role of wood in daily life and industry.

Electrical Technology

Objectives:

To make students understand the structure of electric circuit and the function and use of electron through the activities of handling electric devices and of designing and manufacturing of simple electric circuits, and to develop an ability to utilize electric devices properly and safely.

Content:

1) To give instruction on the following in regard to the maintenance of electric devices.

a. To be able to examine electric devices.

b. To be able to connect a cord with an electric device and with wiring accessories.

c. To know house wiring, and to be able to prevent accidents caused by electric shock, overheating and a short circuit.

2) To give instruction on the following in regard to the design and assembly simple electric circuit.

a. To know graphical notations for electric circuit elements, such as a switch, resistor, transistor, etc., and a circuit diagram.

b. To know the function and usage of electric circuit elements, such as switch, resistor, transistor, etc.

c. To be able to design simple electric circuit.

d. To be able to arrange and fit parts and wiring.

3) To give instruction on the following in regard to the circuit and structure of electric devices and electric materials.

a. To be able to read a circuit diagram of an electric device.
b. To understand the circuit and structure of an electric device.
c. To understand the properties of conductive and insulating materials.

4) To make students understand the functions of electricity in everyday life and industry.

Information Technology

Objectives:

To make students understand the utilization and function of computer through the operation of computer, and to develop a fundamental ability to apply the information properly.

Content:

1) To give instruction on the following in regard to the hardware of computer.

a. To know the basis of computer system and function of each equipment.
b. To know the function of software.

2) To give instruction on the following in regard to the fundamental operation of computer and making simple program.

a. To be able to do the fundamental operation of computer.
b. To know the function of program, and to be able to make simple program.

3) To give instruction on the following in regard to the utilization of computer.

a. To be able to apply information through the use of software.
b. To know the field which computer is utilized.

4) To make students understand the role and influence of information and computer in everyday life and industry.

(Those who desire to learn further details concerning Industrial Arts content are encouraged to contact me.)

6. Factors for the Future Technology Education.

I think that there are three important factors for the future proceeding to the twenty-first Century and present the substance in these points of view as follows:

6.1. Development of the Effective Teaching Materials.

It is necessary to develop teaching materials which have the educational content as follows:

1) Teaching material to career developing student's individuality.
2) Teaching material to pre-vocational interest student in content.
3) The systematically and continuous organization of the teaching materials.

6.2. In-service Training for Teachers.

It is necessary to enhance the teacher's ability for higher educational methods of teaching and counseling mind more knowledge in content area. Then it is desired to provide in-service training with the following:

1) The completion of in-service training for teacher conducted by the respective schools, teachers team, municipal, and prefectural level.

2) The development of teaching materials for the in-service training for teachers in active service.

3) The guarantee of the opportunity of the in-service training for teachers in active service.

6.3 Study on the Educational Effects on Students.

I have to investigate the higher educational purpose of the following:

1) On the development of the creative abilities through technological activity.

2) On the development of the ability of problem solving with pre-vocational guidance.

3) On the fostering of self-education for occupational choice.

(The author is also grateful to Dr. H. Miyagawa, Hyogo University of Teacher Education for providing the sample and Mr. Chen Hua Shent, visiting Fellow Saitama University for his help in the suggestions.)