Concepts and Challenges of Afterschool Program Quality in Japan

2021 ◽  
Vol 8 (2) ◽  
pp. 191-210
Author(s):  
Fuyuko Kanefuji
Keyword(s):  
Human Resource Development ◽  
Quantitative Methods ◽  
Social Capital Theory ◽  
Program Quality ◽  
Afterschool Programs ◽  
Ministry Of Education ◽  
Afterschool Program ◽  
Capital Theory ◽  
Qualitative And Quantitative Methods ◽  
Sports Science

This study examines concepts surrounding the quality of afterschool programs in Japan and related challenges using qualitative and quantitative methods. A content analysis of government guidelines for afterschool programs provided by the Ministry of Health, Labour and Welfare (MHLW) and the Ministry of Education, Culture, Sports, Science and Technology (MEXT) is conducted, and the differences in the concepts of afterschool program quality (APQ) between them are explored. Second, using government statistics, the author looks at the current situation and systems of instructional features meant to improve quality. Third, the characteristics of the human resource development system of MEXT and MHLW for APQ are clarified using the social capital theory.

scholarly journals Predominant Washback of the General Secondary English Examination on Teachers

2018 ◽  
Vol 7 (3.21) ◽  
pp. 448
Author(s):  
Yahya Ameen Tayeb ◽  
Mohd Sallehhudin Abd Aziz ◽  
Kemboja Ismail
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Quantitative Methods ◽  
Great Influence ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Group Discussions ◽  
Secondary English ◽  
Content Assessment ◽  
Qualitative And Quantitative Methods

General Secondary English Examination (GSEE) is the highest secondary school exit test run by the Ministry of Education, Yemen. Due to the significance of the exam being the foundation of the students’ future, teachers are only preoccupied with how to help students get high marks in this final examination to be eligible to join university. The aim of this study is to investigate the dominant wash back effect of the GSEE on Yemeni teachers who are highly engrossed by the test. The study focuses on four pedagogical dimensions namely teachers’ teaching methods, content assessment, attitudes and motivation. Mixed mode approach (qualitative and quantitative methods) was applied using classroom observations, semi-structured interviews, group discussions and a questionnaire of 72 items administered to 46 English teachers. NVivo10 was used to analyse the qualitative data. SPSS/V22 was used for analysing the quantitative data in which the Cronbach's Alpha reached (.88). The results revealed that the test had a great influence on teachers (P<.001) mainly on their teaching methods. Triangulation with the qualitative analysis confirmed equivalent implications. The study contributes a clear evidence of the powerful exam washback on the factors of the language learning practices and its influence on how and what teachers teach.  

The Role of Formative Assessment in Global Human Resource Development

2016 ◽  
Vol 38 (1) ◽  
pp. 27 ◽  
Author(s):  
Paul Wicking
Keyword(s):  
Human Resources ◽  
Formative Assessment ◽  
Human Resource Development ◽  
High Stakes Testing ◽  
Ministry Of Education ◽  
Examination System ◽  
Assessment Practice ◽  
High Stakes ◽  
Sports Science ◽  
Education Culture

Over the last few years, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) has been advocating the development of guroubaru-jinzai [global human resources]. These global human resources are to be top global performers who are intellectually savvy and internationally minded young men and women able to communicate across cultural divides and promote Japanese interests on the world stage. The success or failure of this policy will in no small part be determined by how well the various components of the educational system are aligned towards the goal. In particular, the ways in which assessment is conceptualized and practiced is vitally important. The continuation of a testing and examination system that consistently rewards memorization and repetition of learned facts will stifle the independence, creativity, and collaboration skills that MEXT hopes to develop. Rather, the development of these skills is best facilitated through formative assessment processes, which have until now been lacking within secondary and higher education in Japan. Instead there has been an inordinate focus on summative assessment and high stakes testing within the education system. In this paper I argue for the importance of formative assessment in shaping learners into the top global performers desired by MEXT and suggest some steps to be taken towards a contextually-based formative assessment practice. ここ数年文部科学省はグローバル人材の育成を推奨している。グローバル人材とは異文化コミュニケーション能力と国際理解を備え、日本の国益を視野に世界で活躍できる知的エリートと言える。この政策が成功するには、教育制度を構成する様々な要素の良好な連携が不可欠である。中でも教育評価の適切な概念化と実行は特に重要である。丸暗記や機械的な学習を奨励する試験制度は、自立、創造力および協調力など文部科学省が人材に求める能力の育成を妨害していると思われる。学生がこの能力を習得するためには、形成的評価が有効であるが、従来日本の高校や大学ではあまり行われてこなかった。実際には、総括的評価と一発試験ばかりが重要視されてきたと言ってよいだろう。本稿では、グローバル人材育成における形成的評価の重要性を論じ、教育環境に合わせた実践方法を提案する。

scholarly journals Education Reward for Teacher: Implementation Strategy to Improve Teacher’ Performance

2016 ◽  
Vol 3 (2) ◽  
pp. 205-217
Author(s):  
Sri Sarjana
Keyword(s):  
Implementation Strategy ◽  
Quantitative Methods ◽  
Teacher Performance ◽  
Ministry Of Education ◽  
Innovation Development ◽  
Teacher Implementation ◽  
National Education ◽  
Qualitative And Quantitative Methods ◽  
National Education Systems

Abstract Reward for teacher became one of the ways to improve teachers’ performance for the development of national education. It is an appreciation for teachers based on merit or the excellent performance, given both individually and institutionally in the form of material or appreciation. A competent teachers have the ability, skill, and attitude of work in accordance with established standards. The purposed of this study is to analyze the effect of reward on teachers in creating performance through the optimization of creativity, innovation development and competence. The data were analyzed through triangulation model of transformation that combines qualitative and quantitative methods. The findings indicate that teachers’ reward model that able to create performance through increasing the creativity, innovation, and competence. Furthermore, this study is expected to build awareness of the ministry of education in improving the quality of national education systems including the expansion of rewards for teachers who have great working performance in creativity, innovation and competence.Abstrak Penghargaan bagi guru menjadi salah satu tuntutan dalam upaya peningkatan prestasi kerja untuk pengembangan kualitas pendidikan nasional. Penghargaan guru merupakan bentuk apresiasi terhadap guru berdasarkan prestasi atau kinerja unggul yang diberikan baik perorangan maupun lembaga dalam bentuk materil maupun lisan. Guru yang kompeten memiliki kemampuan, ketrampilan maupun sikap kerja sesuai dengan standar yang ditetapkan. Tujuan penelitian ini untuk menganalisis pengaruh penghargaan guru dalam rangka menciptakan prestasi kerja melalui optimalisasi kreativitas, pengembangan inovasi dan peningkatan kompetensi. Teknik analisis data menggunakan model triangulasi transformasi yang memadukan metode kualitatif dan kuantitatif. Temuan dalam penelitian ini mengintegrasikan model penghargaan guru yang mampu menciptakan prestasi kerja melalui upaya meningkatkan kreativitas, inovasi, dan kompetensi. Lebih lanjut, penelitian ini mengharapkan kementerian pendidikan nasional lebih berperan aktif dalam meningkatkan kualitas sistem pendidikan nasional diantaranya melalui perluasan pemberian penghargaan bagi guru yang memiliki keunggulan dalam kreativitas, inovasi dan kompetensi. How to Cite : Sarjana, S. Khayati, N. Warini, L. (2016).  Education  Reward for Teacher: Implementation Strategy to Improve Teacher’ Performance. TARBIYA: Journal of Education in Muslim Society, 3(2), 205-217. doi:10.15408/tjems.v3i2.4390. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.4390

scholarly journals Pursuing Quality Education in Karamoja. An Analysis of the Caregivers’ Quality Indicators from a Community Perspective for Sustainable Early Childhood Education Programmes

2020 ◽  
Vol 4 (1) ◽  
pp. 72-88
Author(s):  
Josephine Matha Apolot ◽  
Godfrey Ejuu ◽  
Grace Lubaale
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Quality Indicators ◽  
Focal Point ◽  
Social Capital Theory ◽  
Child Rearing ◽  
Ministry Of Education ◽  
Capital Theory ◽  
Childhood Education ◽  
Caregiver Quality

Purpose of the study: The purpose of the study was to analyze the caregivers’ quality indicators from a community perspective for sustainable ECE programmes.Methodology: The study employed a qualitative approach that used phenomenology research design. Twenty-five interviews and ten focus group discussions were used on the respondents for collecting data. The data collected from the caregivers/teachers, elders, parents and Early Childhood Education focal point officers revealed that the Ministry of Education and Sports caregiver quality indicators are not much emphasised in Karamoja. Findings: While the ECE learning framework wants caregivers to promote holistic development of children, the karimojong community wants caregivers to focus more on their culture. A good ECE caregiver for Karamoja should be able to honour the histories, culture, language, traditions, child rearing practices and lifestyle choices of the communities.Unique contribution to theory practice and policy: The findings indicate that there is need for stakeholders to work together to identify the caregivers ECE quality indicators then support in the designing, implementation and supervision of the ECE programmes for sustainability. If researchers use the strengths of communities, enshrined in their funds of knowledge, we are more likely to tap into their reserve support for ECE interventions. The social capital theory therefore when correctly implemented helps the caregivers and the education sector in working collaboratively with the parents in the setting up systems that aim at sustainable ECE programmes in the communities.

scholarly journals WISATA BUDAYA KAMPUNG JAWI DI KOTA SEMARANG BERDASARKAN ASPEK PERMINTAAN DAN PENAWARAN KAMPUNG JAWI CULTURAL TOURISM IN SEMARANG BASED SUPPLY AND DEMAND

2019 ◽  
Vol 15 (3) ◽  
Author(s):  
Loveani Yastika Putri ◽  
Bitta Pigawati
Keyword(s):  
Human Resource Development ◽  
Quantitative Methods ◽  
Supply And Demand ◽  
Descriptive Analysis ◽  
Cultural Tourism ◽  
Residential Areas ◽  
Qualitative And Quantitative Methods ◽  
Management And Development ◽  
The Government ◽  
One Year

ABSTRAK Kampung tematik merupakan salah satu program untuk menyelesaikan masalah kemiskinan dan permukiman kumuh serta pengembangan potensi kawasan permukiman di Kota Semarang.  Pelaksanaan kegiatan kampung tematik difasilitasi oleh pemerintah dalam bentuk pengembangan sumberdaya manusia, perbaikan sarana dan prasarana, dan perbaikan lingkungan dalam jangka waktu satu tahun. Setelah berakhirnya program kampung tematik keberlanjutan pengelolaan dan pengembangan dilakukan oleh masyarakat secara swakelola. Kampung Jawi merupakan salah satu kampung tematik dengan tema kebudayaan Jawa yang masih berjalan konsisten dan berkembang sebagai kawasan wisata. Potensi wisata budaya di Kampung Jawi berupa kesenian tradisional, kehidupan bermasyarakat, event-event budaya, serta lingkungan bertema jawa. Kampung Jawi yang saat ini berada pada tahap awal perkembangan sebagai kawasan wisata memiliki kendala berupa masih minimnya sarana dan prasarana pendukung wisata, promosi, dan pelayanan. Penelitian ini bertujuan untuk mengidentifikasi kesesuaian permintaan dan penawaran wisata. Dalam mencapai tujuan penelitian digunakan metode kualitatif dan kuantitatif dengan teknik analisis deskriptif. Berdasarkan hasil analisis terdapat kesesuaian. Berdasarkan hasil analisis kesesuaian permintaan dan penawaran wisata didapat adanya kesesuaian antara motif wisata dan atraksi wisata yang ditawarkan, kemudahan dalam mengakses moda transportasi, serta penawaran paket wisata sedangkan  ketidaksesuaian  berupa masih minimnya sarana pendukung kegiatan wisata , promos, dan pelayanani.ABSTRACT Thematic villages are one of the programs to solve the problem of poverty and slums and the development of potential residential areas in the city of Semarang. The implementation of thematic village activities is facilitated by the government in the form of human resource development, improvement of facilities and infrastructure, and environmental improvements within a period of one year. After the end of the thematic village program the sustainability of management and development is carried out by the community in self-management. Kampung Jawi is one of thematic villages with the theme of Javanese culture which still runs consistently and develops as a tourist area. The potential of cultural tourism in Kampung Jawi is in the form of traditional arts, community life, cultural events, and Javanese-themed environments. Kampung Jawi which is currently in the early stages of development as a tourist area has obstacles in the form of still lack of supporting facilities for tourism, promotion and service. This study aims to identify the suitability of demand and travel offers. In achieving the research objectives, qualitative and quantitative methods are used with descriptive analysis techniques. Based on the results of the analysis, there are incompatibilities in demand and tourism offerings in the form of limited resources for the community of Kampung Jawi in developing tourism, lack of funding, lack of tourism support facilities, and limited tourism services by the community in responding to requests from the end. 

A survey of school-family-community partnerships in Kenya

2017 ◽  
Vol 2 (4) ◽  
pp. 229-243 ◽  
Author(s):  
Benard Omenge Nyatuka
Keyword(s):  
Rural Communities ◽  
Professional Learning ◽  
Primary Schools ◽  
Community Partnerships ◽  
Social Capital Theory ◽  
Ministry Of Education ◽  
Capital Theory ◽  
Content Type ◽  
The Social ◽  
Study Results

Purpose The creation of sound school-family-community partnerships is being widely acknowledged as it strengthens school programs, family practices, student learning and behavior, as well as development. Active participation of parents and communities in the school tends to reduce the traditional unidirectional accountability of teachers as a sole party responsible for learners’ success. Furthermore, such collaboration is said to cultivate new hope about schools and education, especially among rural communities. However, key stakeholders in education claimed that school-family-community partnerships were weak in primary schools in Kakamega County, Kenya (Ministry of Education (MOE), 2010). The paper aims to discuss these issues. Design/methodology/approach This study was designed to generate relevant empirical evidence. The study was guided by the Social Capital Theory (Field, 2003; Horvat et al., 2003; Coleman, 1994; Bourdieu and Wacquant, 1992) whose central thesis is that social networks are a valuable asset, as interaction enables people to build communities, commit themselves to each other, and knit the social fabric. Using stratified random sampling, a sample of 361 primary school teachers in 34 schools drawn from a population of 8,964 teachers in 848 primary schools, cutting across the 12 districts in the county, was involved in the study. A questionnaire was developed and used to collect the teachers’ views of school-family-community partnership practices in the schools. The data generated were analyzed and presented by means of such descriptive statistics as frequencies, percentages, and the mean. Findings The findings revealed gaps with respect to collaboration among schools, families, and the community as the key focus in this study. Results indicated that the school-family-community partnerships in the county remained at a transactional rather than a transformational level. In light of the findings, relevant policy recommendations were proposed to improve practice, with particular attention to providing meaningful professional learning as well as desirable student outcomes. Originality/value This is one of the largest county-level studies in Kenya directly addressing teacher-family partnerships and illuminating the ways in which schools can build internal capacity for effective family engagement.

scholarly journals Educational outcomes of a medical physicist program over the past 10 years in Japan

2017 ◽  
Vol 58 (5) ◽  
pp. 669-674 ◽  
Author(s):  
Noriyuki Kadoya ◽  
Kumiko Karasawa ◽  
Iori Sumida ◽  
Hidetaka Arimura ◽  
Yasumasa Kakinohana ◽  
...  
Keyword(s):  
Human Resource Development ◽  
Educational Outcomes ◽  
Medical Physics ◽  
Ministry Of Education ◽  
Physics Students ◽  
Sports Science ◽  
The Past ◽  
Medical Physicist ◽  
Medical Physicists ◽  
Education Culture

Abstract The promotion plan for the Platform of Human Resource Development for Cancer (Ganpro) was initiated by the Ministry of Education, Culture, Sports, Science and Technology of Japan in 2007, establishing a curriculum for medical physicists. In this study, we surveyed the educational outcomes of the medical physicist program over the past 10 years since the initiation of Ganpro. The Japan Society of Medical Physics mailing list was used to announce this survey. The questionnaire was created by members of the Japanese Board for Medical Physicist Qualification, and was intended for the collection of information regarding the characteristics and career paths of medical physics students. Students who participated in the medical physics program from 2007 to 2016 were enrolled. Thirty-one universities (17 accredited and 14 non-accredited) were represented in the survey. In total, 491, 105 and 6 students were enrolled in the Master's, Doctorate and Residency programs, respectively. Most students held a Bachelor's degree in radiological technology (Master's program, 87%; Doctorate program, 72%). A large number of students with a Master's degree worked as radiological technologists (67%), whereas only 9% (n = 32) worked as medical physicists. In contrast, 53% (n = 28) of the students with a Doctorate degree worked as medical physicists. In total, 602 students (from 31 universities) completed the survey. Overall, although the number of the graduates who worked as medical physicists was small, this number increased annually. It thus seems that medical institutions in Japan are recognizing the necessity of licensed medical physicists in the radiotherapy community.

Keeping It Real: The Impact of HRD Internships on the Development of HRD Professionals

2017 ◽  
Vol 19 (2) ◽  
pp. 176-189 ◽  
Author(s):  
Katina Sawyer
Keyword(s):  
Human Resource Development ◽  
Undergraduate Students ◽  
Quantitative Methods ◽  
Practical Experience ◽  
Educational Institutions ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Career Trajectories ◽  
Hrd Professionals ◽  
The Impact

The Problem Participation in internships may provide undergraduate human resource development (HRD) students with practical experience necessary to be successful in the field. However, research is lacking which examines the impact of HRD internship experiences on professional development and career trajectories. Research is also limited which provides guidance on how to distinguish which undergraduate internships may be most valuable. The features which make internships most effective in preparing students for their chosen careers warrant further examination, specifically within HRD. Relatedly, it is important to understand which internship experiences are most likely to develop HRD competencies for undergraduate students. The Solution Qualitative and quantitative data were collected from HRD professionals who had participated in an HRD internship while they were undergraduate students. These data were analyzed, using qualitative and quantitative methods, to better understand the structure and focus of student HRD internships. Specifically, while the data are preliminary, this study generated insights regarding the extent to which effective internships were able to promote the development of key HRD skillsets, and which skillsets were most likely to be enhanced. The Stakeholders Using the results of this analysis, educational institutions can better understand how to locate effective internships for students. In addition, students can utilize these data to better recognize valuable internship experiences in the future.

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