Other “The Ministry of Education, Culture, Sports, Science and Technology Undermines the Principle of ‘In-Person Instruction'” An article titled “MEXT Sticks to the Principle of ‘In-Person Instruction’” became a topic of discussion at the Regulatory Reform Council meeting, which was held at just the right time.
A document notified by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) on April 10 states the following. It reads as if MEXT is deviating from the principle of in-person instruction.
Which interpretation is correct?
I would like MEXT to provide clear, firsthand information, but if they are indeed abandoning the principle of “face-to-face instruction,” I would appreciate it if they would clearly state so—for example, with a headline like “MEXT Abandons the Principle of ‘Face-to-Face Instruction.’”
Excerpt follows:
“For students who are unable to attend school due to temporary closures or other measures implemented to combat the novel coronavirus, schools may assign homework based on instructional plans and other guidelines; teachers may then verify the students’ progress and achievements and reflect this in their school-based assessments.”
“If the home-based learning meets the following requirements, and upon verifying the students’ progress and outcomes, the principal determines that the material has been sufficiently mastered and does not require further instruction, the school may decide not to cover that material again in face-to-face instruction after the school reopens or at a later date.”
“Note that while high schools have a system in place allowing students to complete coursework through simultaneous, two-way remote instruction—with the number of credits earned through this method not exceeding 36—as a special measure to prepare for situations where prolonged school closures due to the spread of COVID-19 might hinder the implementation of the curriculum, pursuant to Section 4,in cases where students covered by Item 3—who are unable to attend school due to unavoidable circumstances arising from temporary school closures or similar measures implemented to combat COVID-19—engage in home study through real-time, two-way online instruction, and where the school decides not to revisit that material through in-person instruction upon reopening or at a later date, such arrangements are implemented independently of the aforementioned system; therefore, they need not be taken into account when calculating the aforementioned credit total.”
Professor, Keio University; Ph.D. (Policy and Media)
Director, B Lab
Chairperson, Learning of Tomorrow (General Incorporated Association)
Chairperson, CANVAS
After graduating from the Faculty of Engineering at the University of Tokyo, he served as a visiting researcher at the MIT Media Lab before founding the NPO CANVAS and the Learning of Tomorrow Association, a General Incorporated Association, and assuming the role of representative. He serves as an outside director for Matsuya Co., Ltd., Fuji Media Holdings, Inc., and Digital Garage, Inc.
He has served on various government committees, including the Information and Communications Council of the Ministry of Internal Affairs and Communications, as well as the NHK Central Broadcasting Program Council. He also serves as a director of the Digital Signage Consortium, among other roles. He holds a Ph.D. in Policy and Media.
His publications include *Turning On Children’s Creativity!*, *What Are Smart Kids Doing on Their Smartphones?*, *The Forefront of Online Education in Japan: Considering Learning in the Post-COVID Era*,“What Is Programming Education? 45 Questions Parents Want to Know,” and “Declaration on Digital Education.” He has also provided supervision for numerous works, including “Ah, I See! Programming Education for Parents and Children Through Manga.”
