Yutori education

Yutori education(ゆとり giáo dục,yutori-kyōiku)is aJapanese educationpolicy which reduces the hours and the content of thecurriculuminprimary education.In 2016, the mass media in Japan used this phrase to criticize drops in scholastic ability.^[1]

Background

Ineducation in Japan,primary education is prescribed byJapanese curriculum guidelines( học tập chỉ đạo yếu lĩnh gakushū shidō yōryō). Since the 1970s, theJapanese governmenthas gradually reduced the amount of class time and the contents given in the guideline, and this tendency is called yutori education. However, in recent years, notably after the2011 earthquake,this has been a controversial issue.^[how?]

Yutori education may be translated as "relaxededucation"or" education free from pressure ",^[2]stemming from the wordゆとり,yutori,'leeway'.

History

In the 1970s, school violence and the collapse ofclassroom disciplinebecame a big problem in junior high schools. So, the government revised the teaching guideline in 1977. The main purpose was to reduce educationstressand to introduce relaxed classes called Rest Periods(ゆとりの thời gian,Yutori no jikan).^{[citation needed]}

In 1984, during the time ofPrime Minister Yasuhiro Nakasone,the Special Council for Education(Lâm thời giáo dục thẩm nghị hội,Rinji Kyōiku Shingikai)was established as a consultative body. The council recommended thateducationregard the individual personalities of each student as paramount. Two major revisions of the teaching guidelines in 1989 and 1998 were implemented following this announcement.^{[citation needed]}

In 1987, the School Curriculum Council(Giáo dục khóa trình thẩm nghị hội,Kyōiku Katei Shingikai)declared four basic core principles to improve education inkindergartens,elementary schools,andjunior and senior high schools.^{[citation needed]}

To form people with strength, confidence, and open minds.
To create self-motivated students able to deal with changes in society.
To teach the fundamental knowledge needed by Japanese people and to enrich education to ensure it considers individuality as very important.
To form people who fully understand international society while still respectingJapanese cultureand traditions.

Under these principles, the teaching guideline were revised in 1989. In the lower grades of elementary schools,scienceandsocial studiesclasses were abolished and "environmental studies"was introduced. In junior high school, the number of elective classes was increased to further motivate students.^{[citation needed]}

From 1992, schools closed on the second Saturday of every month to increase student spare time in accordance with the teaching guidelines. From 1995, schools closed on the fourth Saturday also.^{[citation needed]}

In 1996, when the 15th Central Council for Education(Trung ương giáo dục thẩm nghị hội,Chūō Kyōiku Shingikai)was asked about what the Japanese education of the 21st century should be like, it submitted a report suggesting "the ability to survive" should be the basic principle of education. "The ability to survive" is defined as a principle that tries to keep the balance ofintellectual,moral,andphysical education.^{[citation needed]}

In 1998, the teaching guidelines were revised to reflect the council's report. 30% of the curriculum was cut and "time for integrated study" in elementary and junior high school was established.^{[citation needed]}It was a drastic change.^{[not specific enough to verify]}

The School Curriculum Council stated its goals in a report.

To enrich humanity, sociability, and the awareness of living as a Japanese within international society.
To develop the ability tothinkand learn independently.
To inculcate fundamental concepts in children at an appropriate pace while developing their individuality.
To let every school form its own ethos.

Around 1999, a decline in the academic abilities ofuniversitystudents became a serious concern.^{[citation needed]}Elementary and secondary education started to be reconsidered. This trend focused criticism on the new teaching guidelines and aroused controversy.^{[by whom?]}

In 2002, schools were no longer compulsory on Saturdays.^{[citation needed]}

In 2007, aNational Scholarship Test for Elementary and Junior High School Students(Toàn quốc tiểu trung học sinh học lực テスト,Zenkoku Shōchūgakusei Gakuryoku Test)was created.

References

^Hosokawa, Mitsue (2016)."Is Social Justice Found in Japanese Education? The Yutori Curriculum and After"(PDF).Northern Arizona University(1): 7 – via eJournal of Education Policy.
^"Education in Japan: The View from the Classroom".nippon.com.2012-02-07.Retrieved2021-09-01.

Yutori education

Background

History

See also

References

Further reading