experience into teaching, combined with individual and group activities
is believed to have positive influence on reflective learning. While major
impacts have not yet been seen, teachers have observed improved
abilities among students, especially in communication skills, creative
thinking and analytical skills. To further promote the development of
skills and competencies among students, a study by the National Institute
of Educational Policy Research suggests that a comprehensive cross-
curricular approach should be implemented rather than an individual
subject approach. This NIER study also found that the participation of local
communities is necessary for implementing a good quality curriculum.
In Japan, both academic and non-academic activities in schools involve
various types of collaborative learning. Students experience working
in groups from a young age and efforts are made to build group
consensus rather than promote individual achievement. The 2008 New
Courses of Study requires a school curriculum to be developed that
encourages both individual creative thinking as well as teamwork. For
this to be achieved, teachers are expected to include diverse activities
in their lesson plans. When teachers introduce skills-oriented activities in
classroom teaching, teaching methods become more student-centred,
requiring teachers to act as facilitators. Our survey revealed that teachers
face difficulty in planning effective lessons that will develop the required
skills and competencies. Both teachers and education experts suggest
that governments, especially local governments, create more teacher-
training opportunities.
Establishing an assessment system that evaluates twenty-first century
skills is vital to promote those skills. The current examination system
in Japan focuses mainly on measuring academic skills. An assessment
system for non-academic skills and competencies is yet to be established.
Unless the assessment system evolves to measure non-academic skills as
well as core academic skills, the teaching methods, which are teacher-
centred and focus on memorization, may not change. The current
examination system needs to be carefully revisited in order to identify
ways to incorporate innovative modes of evaluation. The example of
school-based tripartite assessment of students’ skills and competencies,
involving teachers, parents and students, could be a possible model.
The involvement of parents and local communities is crucial in creating
a positive learning environment. In recent years, Community Schools
have been actively promoted, allowing for the voices of parents and