Developmental research on curriculum, lessons, and evaluation based on the IB philosophy

As the world evolves and becomes more globalised and technologically advanced, so too it is necessary for education to evolve. In the 19th and 20th centuries, education focused largely on literacy and numeracy, as well as on accumulating facts across subjects. This was useful at the time but now information is no longer solely stored in analogue and, in fact, there is a huge surplus of information that can be readily accessed. Furthermore, there is a tendency for education to promote patriotic narratives as opposed to a more global view. Although this can help to create a feeling of togetherness, it can distract from deep thinking in subjects like history and literature and lead to misconceptions of a country, which can be damaging in our increasingly globalised world. Therefore, education must adapt to meet the changing needs of the 21st century. Key skills required include communication, problem solving and critical thinking. Education in many countries is still based on 20th century needs although there are courses and qualifications that better fit the 21st century and these are becoming increasingly important. An example of this is the International Baccalaureate (IB). Although this was developed in 1958, it is well suited to the 21st century with its founding principles being focused on communication, exploratory learning and critical thinking. Indeed, it was designed to be an educational programme that could promote global peace. Professor Kenji Tanahashi, Graduate School of Human and Social Sciences, Hiroshima University, Japan, is exploring the principles of the IB with a view to incorporating them into a reappraisal of the Japanese education system.

Network for Supporting Education of Foreign Children During Covid-19: Language Assessments as a Tool for Promoting Community Integration

The rising number of foreign residents in Japan has caused the number of children with foreign backgrounds in Japanese schools to increase. The present Japanese education system does not adequately support children whose mother language is not Japanese, and their educational problems have turned into social issues. We have conducted an action research project in collaboration with several schools and one university to determine how to develop a support system through online media that would soften the impact of the COVID-19 pandemic. We argue that language assessment is the key to driving the project and sharing the results of the assessment analysis with all project participants works effectively to promote collaboration between schools, families, and the university.

COMPATIBILITY OF THE JAPANESE EDUCATION PATTERN “KYOIKU MAMA” WITH ISLAMIC EDUCATION

<p>Japan as a developed country is certainly born from a superior education pattern so that it can outperform other countries. The "kyoiku mama" education pattern used by Japanese people has a major impact on the progress of the Japanese State. Mother as a child educator leads Japan to advances in science and technology. Not only Japan, Islamic education is also a mother as an early educator for Muslim children. This research is discussed using the literature study method that uses a variety of references in achieving the objectives of this study. The purpose of this study was to find a common thread between the "kyoiku mama" education pattern and the Islamic education pattern. The results obtained are three common threads, namely a) the degree of the mother is equally exalted, b) the mother is used as an example for her children, and c) the mother becomes a generation-producing agent that will change the environment, society and the country towards something better.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0790/a.php" alt="Hit counter" /></p>

Developmental research on curriculum, lessons, and evaluation based on the IB philosophy

As the world evolves and becomes more globalised and technologically advanced, so too it is necessary for education to evolve. In the 19th and 20th centuries, education focused largely on literacy and numeracy, as well as on accumulating facts across subjects. This was useful at the time but now information is no longer solely stored in analogue and, in fact, there is a huge surplus of information that can be readily accessed. Furthermore, there is a tendency for education to promote patriotic narratives as opposed to a more global view. Although this can help to create a feeling of togetherness, it can distract from deep thinking in subjects like history and literature and lead to misconceptions of a country, which can be damaging in our increasingly globalised world. Therefore, education must adapt to meet the changing needs of the 21st century. Key skills required include communication, problem solving and critical thinking. Education in many countries is still based on 20th century needs although there are courses and qualifications that better fit the 21st century and these are becoming increasingly important. An example of this is the International Baccalaureate (IB). Although this was developed in 1958, it is well suited to the 21st century with its founding principles being focused on communication, exploratory learning and critical thinking. Indeed, it was designed to be an educational programme that could promote global peace. Professor Kenji Tanahashi, Graduate School of Human and Social Sciences, Hiroshima University, Japan, is exploring the principles of the IB with a view to incorporating them into a reappraisal of the Japanese education system.