1. Age of Education Reform since the 1980s The 3rd Major Education Reform since 1984 ----- Why?

1. Juvenile Delinquency and Education Reform in JapanHidenori Fujita, Ph.D.International Christian University, JapanApril 2003 • 1. Age of Education Reform since the 1980s • The 3rd Major Education Reform since 1984----- Why? • 　・Some common images on Japanese economyand education in other countries • - Economic success ----- Competent work force • - High standard of education------ TIMSS, PISA (Figure 1 & 2) • 　・Irony • - When many other countries started to pay attention to the Japanese education and- When school education reached to a peak of the expansion, the media and critics started tocriticize it, stirring up the sense of crisis and the government launched the third major education reform.

2. Figure 1International Comparison of ScholasticAchievements (IEA, TIMSS 1995) Mathematic/Junior High school 2nd grade Science/Junior High school 2nd grade Full marks：1000 Full marks：1000

3. Figure 2-1International Comparison of Mathematical literacy and Scientific literacy (OECD, PISA 2000)

4. Figure 2-3International Comparison of Reading Litaracy (OECD, PISA 2000)

5. (2) Background: Aspects underlined by the reformers ①School disorder and maladjustment problems since the late 1970s ②Features of the Japanese schooling:＊Severe entrance examinations and their negative effectsHierarchically rank-ordered schools and universities and degree-o-cracy＊Centralized and unified system of schooling (single-track, open system)＊National curriculum and authorized textbooks ③Needs and Concerns in a Changing, Affluent Society＊ IT revolution, globalization, international economic competition＊Individuality, creativity, freedom of choice, and accountability

6. Figure 3 Educational Expansion and Educational and Juvenile Problems

7. (3) Reform measures ( ? Marks indicate that Fujita has criticized them) : ①Five-day school week and its associated curriculum reform (??) ②Change in the school system: Introduction of six-year secondary school (??) School choice in elementary and secondary Education level (??) Diversification of high schools- Academic, vocational, and comprehensive Expansion and diversification of higher and life-longeducation institutions Relaxation of grade systems (?) ③ Reorganization of Curriculum and teaching practices Child-centered, progressive orientation in teaching andguidance Expansion of individualized learning (? If too excessive) Introduction of cross-curricular subjects(? If at the expense of basics ) Cut down of the contents and lesson hours of basicsubjects (??) ④Reorganization of school management and Governance Emphasis on site-based management Introduction of school evaluation and teacher assessment (?) Expansion of school choice and market competition (??)

8. (4) Cautions: Is it true to say that Japanese schooling is bad,outmoded and inefficient? ・My answer is “NO” ・Equality:Single-track, open system---equal opportunity and meritocratic system ・Efficiency:High enrolment ratios, low dropout rates and high graduation rates, High daily attendance rates, high academic achievements ・Functionality: Comparatively low level of maladjustment problems- Bullying and violence Comparatively low rates of adolescent and youth crimes Fairly high satisfaction of school life ] among students (5) Features and Rhetoric of the current reform movements * Reformism: Reformers are not interested in the facts, evidence and simulation * Sensationalism, self-righteous, moralistic arguments and Populism * Neo-conservative and neo-liberal ideology advocated by theurban intellectuals * Elitism and egoism of the urban upper middle class →Unfortunately, I think all of these are true.

9. (6) Logical consequences of these reforms *Institutional differentiation of educational opportunities *Ranking of lower secondary schools and parents’ concernswith school ranks *Earlier Selection and more cramming education *Diversification/polarization and decline of academic standardsand levels of efforts *Undermining the foundations of learning and caring community *Undermining the foundations of collaborative and dedicative teaching culture.

10. 2. Questions to Be Asked in a Japanese Context (1) Substantial questions *Motivation crisis: Decline of incentives for learning in an affluent society *Functional problems: Linkages between schooling and workplace in a post-industrial and highly schooled society *Curriculum validity: Basic and generic knowledge vs. Creativity *Pedagogical question:Subject-based learning vs. generic and situated learning *Crisis of legitimacy in public education: public goods or private goods (2) Juvenile Crimes as an Illustrative Case *International Comparison of Major Juvenile Crime Rates (Figure 3) →Why Japan can maintain such a low level of juvenile crime rates? *Educational Composition of Detention Home New Inmates (Figure 4) →A Possibility of “Social Exclusion” in Japan (3) Four Approaches to Juvenile Delinquency and School Disorder Problems *Disciplinary Approach *Remedial/Therapeutic Approach *Educational Approach *Environmental Approach →Who cares our Children and How? *Importance of Caring Community

11. 6,000 5,548.7 5,000 Germany 4,000 U.K. 3,063.3 3,000 U.S.A. 2,310.7 2,000 France 2,045.0 1,100.0 1,000 Japan 988.3 Korea 0 1987 88 89 90 91 92 93 94 95 96 12 U.S.A. 10 8 7.1 6 Germany 4 3.0 France 2.6 2 2.4 Korea U.K. 0.5 0.5 0 Japan 1987 88 89 90 91 92 93 94 95 96 250 217.4 Germany 200 U.S.A. 133.0 150 127.9 124.4 U.K. 100 France 50 Korea 25.0 6.2 0 Japan 1987 88 89 90 91 92 93 94 95 96 Figure 4 4-1Change of the major juvenile crimes rates : 1987～1996 4-2Change of the juvenile homicide rates : 1987～1996 4-3Change of the juvenile robbery rates : 1987～1996 Note: It is based on the statistics document of next each country. U.S.A Crime in the United States, Data of a U.S. Department of Commerce economic-statistics office U.K. Criminal statistics England and Wales, Data of the British Central Statistical Office Germany Polizeliche Kriminalstatistik, Data of the German Statistics Bureau France Aspects de la criminalité et de la délinquance constatées en France, La Slluation Démographique Korea South Korean criminal analysis, South Korean criminal white paper, South Korean statistical yearbook Japan Statistics of the Police Department, Population data of Statistics Bureau of the Management and Coordination Agency Source: Criminal white paper 1998 (Japan)

12. Figure 5

13. 3. How to Design Education and Society in the 21st Century? • Four Major Values or Organizing Principles of • Education and Society • *Efficiency • *Equality of Opportunity • *Civic Symbiosis (co-living and caring, Acceptance and participation) • *Self-realization • (2) Forms of Symbiotic Society and the Associated Forms of Knowledge, Learning and Curriculum in Common Education • * Embracive or Convivial Symbiosis • - Undifferentiated knowledge • - Shared common values • - Learning embedded in the daily life • * Segregated or Segmented Symbiosis • - Hierarchically differentiated and specialized knowledge • - Segregated life space and segmented work place • - Curriculum and ability tracking • - Individual appropriation of knowledge • * Civic Symbiosis • - Acceptance of differences and multiplicity • - Equality as a citizen and open social organization • - Common basic knowledge and responsibility as a citizen • - Participatory learning and learning community • * Market-oriented Symbiosis • - Indifference in common values and others • - Individual appropriation of knowledge • - Individualized learning and freedom of choice • - Segmented learning space- partially multi-tracked system

14. Self-realization （Value realized in daily activities） equality (equality of opportunity) Efficiency The bases of living and activity (institutional structure) Symbiosis (co-living) Figure 6Four major organizing principles of lifespace, education and society

15. References Fujita, H. (1991). “Gakkoka/Johoka to Ningen-keisei-kukan no HenYo [The irony and contradictions of thehighly schooled and high information society aseducational environment].” GendaishakaigakuKenkyu [Contemporary Sociological Studies],Vol.4, The Hokkaido Sociological Association, pp.1-33. Fujita, H. (1997). Kyoiku-Kaikaku [Education Reform].Tokyo:Iwanami Shoten. Fujita, H. & Wong, S-K. (1999). “PostmodernRestructuring of the Knowledge Base in JapaneseMass Education: Crisis of Public Culture andIdentity Formation.” Education Journal,Vol.26, No.2 (Winter 1998)/Vol.27,No.1(Summer 1999), The Chinese University ofHong Kong, pp.37-53. Fujita, H. (2000). “Education Reform and EducationPolitics in Japan.” The American Sociologist,Fall 2000, pp. 42-57. Fujita, H. (2000). Shimin-Shakai to Kyoiku[Civic Scoeity and Education]. Seori-Shobou.