Other Council for the Promotion of Regulatory Reform, Employment and Human Resource Development Working Group Yesterday’s Regulatory Reform Council meeting.
This time, the Japan Association of Corporate Executives presented proposals on “shifting from an age-based system to a competency-based system” and “promoting the use of the special teaching certificate system.” Thanks to technological advances, the shift to a competency-based system has finally become feasible and is starting to look like a realistic possibility.
I think we’re now entering the phase where we discuss the “HOW.” However, I was surprised that even at this stage, opinions were still being voiced questioning whether the effectiveness of digital textbooks has been verified, and pointing out that there is no solid evidence that digital is better than paper.
“Huh? Really?” was my honest reaction.
I couldn’t help but raise my speaking card.
Both the Ministry of Education, Culture, Sports, Science and Technology (MEXT) and the Ministry of Internal Affairs and Communications (MIC) have invested time and resources to conduct evaluations and produce evidence. Could it be that insisting on more evidence—even after all that—is what has left Japan lagging behind in the digitization of education? Shouldn’t those who opposed the initiative and delayed its implementation be held accountable?
While China switched to distance learning early on during this COVID-19 crisis, how did Japan fare?
I hope this temporary school closure will serve as a catalyst for a decisive shift toward vigorously promoting ICT-based education.
So, even though I was probably on the side asking questions as a committee member, I ended up speaking in support of the Doyukai’s proposal (*^^*)
Oh, right—last time,
two organizations that run community schools mentioned that what matters isn’t “where” students learn, but “what” and “how” they learn, and that we need to reform the system so that learning isn’t limited to schools.
Specifically, they suggested relaxing the requirements for establishing schools and noted that there’s no need to own the physical facilities.
It would be good to take another look at what the minimum requirements for a school should be.
I think we should sort out what must be owned, what can be substituted by other facilities, and what is unnecessary.
I’d like to hear more about this in the Meta School Working Group as well.
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.”
