in schools. This study investigates the features of prevailing pedagogical
approaches and introduces innovative practices that respond to the changing
learning requirements. The two specific research questions are as follows:
R1: What are the pedagogical changes that respond to the Zest for Living
policy?
R2: Are there any difficulties in implementing the policy changes? If so,
what are they and how are they dealt with?The research team conducted a survey, interviews and lesson observations
at three schools. The survey questionnaires were administered to 47
respondents, including professors, researchers, government officials and
teachers at public schools. Interviews were conducted with 18 education
experts and government officials in charge of basic education curricula.
In addition, the researchers undertook an analysis of documents published
by MEXT and the National Institute for Educational Policy Research (NIER), as
well as related books, education journals, conference presentations and the
notes of discussions with research participants.
Schools included in the study
The research team made school visits in two prefectures (a prefecture is an
administrative district): Niigata and Akita. The schools visited were Otemachi
Primary School in Joetsu, Niigata Prefecture, and Yuzawa Higashi Primary
School and Yuzawa Kita Junior High School in Yuzawa, Akita Prefecture.
Primary school in Niigata Prefecture
Otemachi Primary School in Joetsu, Niigata Prefecture, as one of the MEXT pilot
schools, has participated in research and development relating to creating
their own curriculum. The school fosters six types of skills and competencies:
the ability to inquire, the ability to utilize information, communication skills,
creativity, self-determination, and ability to live together. These skills are
considered as necessary in enabling young people to respond to the diverse
social situations. Furthermore, the skill of ‘reflective thinking’ is promoted as
the basis for the other six skills and competencies. The school’s curriculum
aims at nurturing these skills and competencies, which are integrated into
six fields: Life/General Education; Mathematics and Science; Languages;
Creativity and Communication; Health Education; and Human Relationships.
Health Education was added to the curriculum in 2012, and aims to cultivate a
sense of self-management. Additionally, lessons reflecting individual students’