I-1 Number of Institutions

Transcription

1

2 I-1 Number of Institutions I-1-1 Trends in Number of Institutions (s) 3, 25, 2, ,988 Elementary 23,123 The number of institutions at the primary and secondary education level is on the decline as s merge or close due to the low childbirth rate. However, the number of universities has increased consistently. 15, ( ,285) ,22 Kindergarten 13,949 Lower secondary 11,35 1, 5, Upper secondary 5, , ,573 Specialized training college 3,439 1,2 Special education 1,2 Miscellaneous 1,83 University College of technology 63 Junior college (FY) See p.6 of reference documents Number of Universities with Graduate Schools (universities) 6 Growing as society becomes more advanced and complex Total 385 PhD courses (FY) Note: Depends on student enrollment 2

3 I-1-2 Trends in Number of Professional Graduate Schools (Programs) (49) Private 91(49) 6 62(46) 2(2) Public 3(2) 4 2(2) National (23) 46(23) 29(2) Notes: 1 The number of programs offered by professional gradute s. 2 Professional graduate s were institutionalized by the revision of the Law in 23 3Numbers in parentheses are programs offered in law s and are included in non-parenthesed numbers. 4 Numbers for private graduate s include those established by business corporations according to the Structural Reform Special District Law. Source: Reported by MEXT The number of professional graduate s, an educational scheme institutionalized in 23, continues to grow. Particularly the number soared in 24 when the law system was established. There are 14 professional graduate s which is a number of programs set up as of 26. I I-1-3 Trends in Number of Unified Secondary Schools (Institutions) Source: Reported by Mext (FY) Total Cooperative style of Joint style of Secondary The number of s providing a unified secondary education has also been climbing since the introduction of the system in 1999, with a particularly marked increase in the joint style of s. 3

4 I-2 Number of Students I-2-1 Trends in Number of Students (1, students) 14, 12, 1, , ,925 The number of students continues to decline at the primary and secondary education stage, as well as at junior colleges. However, the number of students at universities continues to grow. 8, 6, , , ,644 Elementary 7,197 Lower secondary 3,626 4, 2, 1 University 2,865 Kindergarten 1,739 Upper secondary 3,65 Specialized training college 784 Junior college 219 Miscellaneous Special education College of technology (FY) See p.61 of reference documents Percentage Distribution of Student Enrollments: National, Public, Private (25) National Public Private Private s are major players in Kindergarten and higher education. Kindergarten Elementary Lower secondary Upper secondary Special education Junior college University Specialized training college

5 I-2-2 Percentage Distribution of Upper Secondary School Students by Type of Course (FY) [25] General education courses Specialized (vocational) courses Integrated courses Looking at the percentage distribution of upper secondary students by type of course, we can see that the proportion of those taking specialized (vocational) courses, once over 4%, is falling. Meanwhile, the popularity of general courses has risen, but in recent years the percentage of students enrolled in integrated courses and other specialized courses has risen slightly. I Integrated courses 3.8% Agriculture 2.7% General education courses 72.6% Specialized (vocational) courses 23.7% Industry 8.4% Commerce 7.3% Others 2.9% Fishery.3% Home economics 1.5% Nursing.4% Information.1% Welfare.2% See p.64 of reference documents I-2-3 Trends in Number of Adult Students (Graduate Schools) (students) 6, 55, 5, 45, 4, 35, 3, 25, 2, 15, 1, 5, ,897 7,813 2 Percentage of adult students , ,988 35,378 33,171 29,237 Female adult students 9,713 11,74 12,659 14,544 15, (FY) The number of adult students has continued to grow since the survey began in 2 and in 25, 45, were enrolled, accounting for 17.8% of university graduate students. 5

6 I-2-4 Percentage Distribution of University Students by Major Field of Study Home economics 1.7% Phrmacology 1.9% Medicine & dentistry 2.8% Agriculture 3.7% Engineering 21.1% Education & teacher trainning 6.9% Others 4.2% Humanities 12.7% 197 1,344,358 students Social sciences 41.8% The percentage distribution of university students by major field of study shows that in 25, the highest proportion took Social Sciences (37.7%), followed by Engineering (17.3%) and Humanities (16.2%). There has been no substantial change in the ratio of the top fields of study since 197. Looking at female students, the proportion majoring in Social Sciences increased significantly Science 3.1% Home economics 2.4% Phrmacology 1.8% Medicine & dentistry 2.5% Agriculture 2.8% Engineering 17.3% Education & teacher trainning 5.7% Others 1.1% Humanities 16.2% 25 2,58,88 students Social sciences 37.7% Science 3.5% [Female] Others 1.2% Education & teacher trainning 19.3% ,6 students Humanities 36.6% Home economics 9.5% Phrmacology 6.3% Social sciences 11.9% Medicine & dentistry 1.9% Agriculture 1.2% Science 2.3% Engineering.7% Education & teacher trainning 8.6% Home economics 5.5% Others 15.6% 25 1,9,217 students Humanities 26.9% Phrmacology 2.6% Medicine & dentistry 2.1% Agriculture 2.8% Engineering 4.5% Science 2.2% Social sciences 29.2% See p.64 of reference documents 6

7 I-2-5 Percentage Distribution of Junior College Students by Major Field of Study Education & teacher training 17.1% Home economics 32.7% Others 5.% ,747 students Humanities 19.8% Social science 11.6% Engineering 8.4% General culture 1.8% Others 8.6% Humanities 13.1% The percentage distribution of junior college students by major field of study reveals that the most common major in 25 was Education with 29.6% of enrollment, followed by Home Economics (21.1%) and Humanities (13.1%). Compared to 197, the proportion of Education students is higher and that of the Home Economics students has declined dramatically. I Health 2.2% Agriculture 1.3% Education & teacher training 29.6% ,2 students Social science 12.3% Engineering 4.6% Home economics 21.1% Health 8.3% Agriculture 1.% General culture 1.4% See p.65 of reference documents I-2-6 Percentage Distribution of Specialized Training College Students (Specialized Courses) by Major Field of Study Clothing/home economics 2.6% Culture/General culture 12.% Commerce 1.3% Education/social welfare 5.7% Public health 7.% Engineering 18.6% ,864 students Healthcare 25.6% Clothing/home economics 3.6% Agriculture.1% Commerce 1.2% Culture/General culture 17.6% Education/social welfare 9.7% Public health 12.5% Agriculture.4% Engineering 16.1% ,68 students Healthcare 29.9% Looking at the percentage distribution of specialized training college (ISCED 5B) students by major field of study, in 25 the most enrollments were in Healthcare at 29.9%, followed by Culture/general culture (17.6%) and Engineering (16.1%). There has been a significant drop in the proportion of students enrolled in Clothing/home economics compared to 198. See p.65 of reference documents 7

8 Trends in Number of New Entrants of Graduate Schools by the Course (students) 9, 8, 7, 7,336 72,561 73,636 Master's course 75,698 76,749 77,557 6, 5, 4, 3, 2, 1, 16,844 15,77 4,669 4, ,842 3,733 23,594 Doctor's course 17,23 17,128 17,234 18,232 17,944 17,553 13,74 Professional degree course 5,877 7, ,231 5, (FY) International Comparison of Trends in Ratio of Graduate Students to Undergraduate Students USA (full-time students) UK (full-time students) France 1.9 Japan Korea (FY) Note: 1 The data for Japan only include the number of students of universities and exclude the students of junior colleges, correspondence courses and the University of the Air. 2 The number of US university students is the sum of students in degree programs and non-degree programs. The number of university graduate students is the sum of those in graduate programs and first professional degree programs. 3 The number of UK university students is that of first degree students. The figure of each year includes foreign students. 4Full-time students, as used of for USA and UK, are those who are enrolled in with the intention of graduation after completing the general study period. 5 The number of university students in France includes students enrolled in the first-term and second-term courses of universities and exclude technical junior college students. The number of university graduate students is that of third-term course students. 6 The data for Korea covers universities, universities of education, industrial universities and technical colleges excluding special colleges, correspondence courses and the university of the air. Source: MEXT, International Comparison of Educational Indicators; and Ministry of Education and Human Resource Development, Korea Educational Statistics Year Book 8

9 I-3 Entry Rate I Trends in Enrollment Rate of Kindergarten and Entry Rate to Upper Secondary Education Entry rate to upper secondary education Kindergarten enrollment rate The kindergarten enrollment rate grew dramatically until around 1975 and has remained even or declined slightly since. The rate was 58.4% in 25. On the other hand, the entry rate to upper secondary education grew dramatically until around 1975 and has moved in the 9% range since. The rate was at 97.6% in 25. I (FY) Kindergarten enrollment rate = No. of pupils completing kindergarten No. of pupils in first year of elementary x 1 Entry rate to upper secondary education = Students entering upper secondary education regular/special courses or colleges of technology (including those entering employment but not those re-taking university entrance examinations) Lower secondary graduates + those who have completed lower division of secondary x 1 See p.65 of reference documents I-3-2 International Comparison of Entry Rates to Upper Secondary Education Japan (25) USA (21) England (23) Full-time 89.2 Part-time (Total 97.9) Specialized training college (upper secondary course) (Total 86.6) Japan s enrollment rate to upper secondary education (upper secondary s, etc.) enrolled under in fulltime courses is 94.4%, including day/evening courses and correspondence courses (regular courses) students is high at 97.6%. France (23) (Total 97.3) Germany (22) (Total 97.) Korea (24) (Total 1.) No. of students in first year of upper secondary education or no. of students Entry rate = x 1 No. of students completing compulsory education or total population in the corresponding Source: MEXT, International Comparison of Educational Indicators 26 9

10 I-3-3 Trends in Entry Rates to Higher Education Population of 18-year-olds Higher education institution (female) Higher education institution University/junior college (female) University/junior college 36.8 University 3 Junior college (female) University (female) Specialized training college Specialized training college (female) 7.3 Junior college (FY) The entry rate to higher education institutions is still more or less on the rise, reaching 76.2% in 25, and 76.5% for females. Looking at the entry rate to university and junior college (including those retaking university entrance exams), an upward trend was sustained until recently, when the rate flattened. In 25 the rate was 51.5%, and 49.8% for females. Entry rate = No. of enrolled students (including those who graduated in the previous year. For colleges of technology, the number of four-year students) Population of 18-year-olds x 1 Population of 18-year-olds = No. of students who graduated from lower secondary three years ago + no. of students who have completed lower division of secondary s three years ago See p.66 of reference documents Japan (25) USA (21) England (22) France (23) Germany (22) I-3-4 International Comparison of Entry Rates to Higher Education Full-time Part-time Specialized training college 52.3 Approx. 41 (estimate) (Total 61.4) 23.9 (Total 77.7) (Total 116.6) (Total 16.2) Japan s entry rate to higher education is high at 77.7%, with 52.3% of students going on to universities, junior colleges or colleges of technology (fourth year). The remainder go on to correspondence s, the University of the Air (regular course) and specialized training colleges (specialized course). In England, not only the number of enrollmentage (18-year-old) students, but that of adult students (21 or over) is increasing rapidly. Korea (24) No. of students enrolled in higher education institutions (including students of all ages) Entry rate = Population of relevant age group x 1 Source: MEXT, International Comparison of Educational 1

11 I-4 First Destination of New Graduates I-4-1 No. of graduates (1, persons) First Destination of New Graduates of Universities (Undergraduate) Entry rate to graduate study Record high % Other further education Employment rate Percentage of those neither entering institutions of higher education nor full-time employment % Total number of job finders (including those employed and going on to higher study) Record low % Those neither entering institutions of higher education nor full-time employment 59.7% 23.5% 2.% 12.% Employment/higher study rate The number of new university graduates (undergraduate) reached 551, in 25, hitting a record high. The employment rate, which had been declining since 1991, is on an upward trend compared from 24. I (year of March graduation) Notes: 1 Those neither entering institutions of higher education nor full-time employment refers to those who are clearly neither entering employment nor entering institutions of higher education, for example those helping at home, those remaining at their s as research students and those enrolling in specialized training s, miscellaneous s, foreign s, public vocational training institutions etc. This category also includes those in temporary work. 2 Since 1988, gthose in temporary work has been surveyed as an independent category. Therefore, the difference in percentages gives the proportion of those in temporary work. See p.67 of reference documents I-4-2 First Destination of New Graduates of Junior Colleges No. of new graduates (1, persons) Record low % Percentage of those neither entering institutions of higher education nor full-time employment Entry rate to universities, etc. Other further education Employment rate Record high % Total number of job finders (including those employed and going on to higher study) Record high % Those neither entering institutions of higher education nor full-time employment 65.% % % 11.5% Employment/higher study rate The number of junior college graduates has continued to decline since peaking in 1994, with 15, students graduating in 25. The employment rate rose to 65.%, 3.4 points up from the previous year (year of March graduation) Notes: 1 Those neither entering institutions of higher education nor full-time employment refers to those who are clearly neither entering employment nor entering institutions of higher education, for example those helping at home, those remaining at their s as research students and those enrolling in specialized training s, miscellaneous s, foreign s, public vocational training institutions, etc. This category includes those in temporary work. 2 Since 1988, those in temporary work has been surveyed as an independent category. Therefore, the difference in percentages gives the proportion of those in temporary work. See p.67 of reference documents 11

12 I-4-3 First Destination of New Graduates of Upper Secondary Schools No. of graduates (1, persons) 2, 1,5 1, 5 Record high % Employment rate Other further education Percentage of those neither entering institutions of higher education nor full-time employment Entry rate (including to specialized training college) Entry rat Total number of job finders (including those entering institutions of higher education or full-time employment) Those neither entering institutions of higher education nor full-time employment Record low % % 6 Record high 47.3% % 8.5% Employment/higher study rate The number of upper secondary graduates has been declining continuously since it peaked in 1992, falling to 1,23, in 25. The employment rate stopped its descent, which started in 1961, and is on an upward trend from (year of March graduation) Note: Those neither entering institutions of higher education nor full-time employment refers to those without clearly defined future plans, neither entering employment nor entering institutions of higher education or specialized training colleges (specialized course), nor enrolledin specialized training colleges (general course) or professional skills development s. This category includes those helping at home, those enrolling in study overseas and those in temporary work. Before 1975, this category included students enrolled in miscellaneous s and public human resources development facilities. See p.68 of reference documents Population by Highest Educational Attainment (Over 15) (FY) Compulsory education Upper secondary education Higher education Current students Non-employed academics NA Those who completed higher education occupy over 2%. Note: NA refers to those whose final of graduation is not known. Source: Ministry of Internal Affairs and Communications, Population Census of Japan 12

13 Number of Freeters (1, persons) More than quadrupled in the past 2 years I (year) Note: Freeter refers to males of years of age or unmarried women who are employed in part-time work (but who had under five years of continuous work experience to 1997) and those who are not employed but hope to find part-time employment and neither engage in domestic chores nor go to. Source: Cabinet Office, White Paper on Youth 26 Data for 1982, 1987, 1992 and 1997 are taken from White Paper on the Labor Economy 25. Data for 22 and after are from Labor Force Survey (Detailed Tabulation). Trends in Number of Unemployed Youth 15 to 19 years 2 to 24 years 25 to 29 years 3 to 34 years Average in Average in Average in (1, people) Notes: 1 Figures of the Labor Force Survey (Detailed Tabulation), Statistics Bureau, Ministry of Internal Affairs and Communications, compiled by the Ministry of Health, Labour and Welfare. 2 Subjects compiled are those of non-working population who are aged 15 to 34, graduated from, remain single and are not in education or housekeeping. Source: Ministry of Labour, Health and Welfare, White Paper on the Labor Economy 25 The reason why the completely unemployed can not get jobs Break down by age-groups to 24 years 25 to 34 years 35 to 44 years Data: MIC labor force investigation (detailed result) (25 January - March) to 54 years Work time and holidays do not meet with desire to 64 years There is no type or style of work that you desire Over 65 years Other Your skill and technical skill do not meet with desired conditions Wages and salary do not meet with desire Do not adhere to conditions, but there is no work Desired age does not meet with your age 13

14 I-5 Curriculum, Student Achievement and Learning I-5-1 Mathematical literacy (top in PISA 2) Reading literacy (8th in PISA 2) Scientific literacy (2nd in PISA 2) Problem solving (newly added category) Sub-level 1 (low) Academic Ability of 15-year-olds according to OECD Programme for International Student Assessment (PISA) (23) (1) International comparison of the average scores (across 4 countries and regions) Level 1 PISA First group: Hong Kong, Finland, Korea, the Netherlands, Liechtenstein, and Japan (6th) Almost equal to the OECD average (14th) First group: Finland, Japan (2nd), Hong Kong and Korea First group: Korea, Hong Kong, Finland and Japan (4th) Note: The subject children are those of 15 years of age. The first or second group represents the group of countries whose average scores have no statistically significant difference from the Japanese scores. Source: National Institute for Educational Policy Research of Japan (NIER), Knowledge and Skills for Life - OECD Programme for International Student Assessment (PISA) - Global Report 23 (2) Comparison of percentage of students performing at each of the achievement-based levels on the reading literacy scale 18. PISA Level Level Level Level 5 (high) Note: Level rises from left to right. Source: National Institute for Educational Policy Research of Japan (NIER), Knowledge and Skills for Life - OECD Programme for International Student Assessment (PISA) - Global Report 23 According to the OECD Programme for International Student Assessment (PISA) undertaken in 23 (41 countries and regions), Japan s 15-year olds (first year upper secondary students) were in the top class internationally. The reading literacy of the Japanese students, however, is dropping in rank and is not considered the world s top class. See p.68 of reference documents I-5-2 Sub-level 1 (low) Level 1 Level 2 Level 3 Level 4 Level 5 (high) Germany USA OECD country mean France Japan New Zealand Ireland Australia Canada Korea Finland International Comparison of Percentage of Students at Each Level of Achievement-base on the Reading Scale in OECD Programme for International Student Assessment (PISA) (23) Looking at the six reading literacy achievement-based levels from Sub-level 1 (low) to Level 5 (high), approximately 6% of Japan s 15-year-olds were Level 3 or above, with a few falling into the Sub-level 1 and Level 1 categories. Meanwhile, the overall distribution of achievementbased level percentages is almost equal to the OECD country mean. Note: Level rises from left to right. Source: National Institute for Educational Policy Research of Japan (NIER), Knowledge and Skills for Life - OECD Programme for International Student Assessment (PISA) - Global Report 23 See p.69 of reference documents 14

15 International Comparison of Percentage of Students at Each Level of Achievement-base on the Mathematical Scale in OECD Programme for International Student Assessment (PISA) Sub-level 1 (low) Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 (high) Finland Korea Canada Japan Australia New Zealand France Germany Ireland OECD country mean Japan is in the first group USA I Note: Countries ranked in order of proportion of students of Level 3 or higher. Source: National Institute for Educational Policy Research of Japan (NIER), Knowledge and Skills for Life - OECD Programme for International Student Assessment (PISA) - Global Report 23 International Comparison of Mathematics and Science Results according to IEA s Trends in International Mathematics and Science Study (TIMSS) (1) Results of arithmetic/mathematics Elementary Lower secondary 1964 (first study) Not carried out 2nd-12 countries/regions 1981 (second study) Not carried out 1st-2 countries/regions 1995 (third study) 3rd-26 countries/regions 3rd-41 countries/regions 1999 (third follow-up study) Not carried out 5th-38 countries/regions 23 (fourth study) 3rd-25 countries/regions 5th-46 countries/regions Note: Elementary scores are from fourth year pupils. Lower secondary scores are from first year students in 1964 and 1981 and from second year students in 1995, 1999 and 23. (2) Results of science Elementary Lower secondary 197 (first study) 1st-16 countries/regions 1st-18 countries/regions 1983 (second study) 1st-19 countries/regions 2nd-26 countries/regions 1995 (third study) 2nd-26 countries/regions 3rd-41 countries/regions 1999 (third follow-up study) Not carried out 4th-38 countries/regions 23 (fourth study) 3rd-25 countries/regions 6th-46 countries/regions Note: Elementary scores were from fifth year pupils in 197 and 1983 and from fourth year pupils in 1995 and 23. All lower secondary scores are from second year students. Attitudes toward mathematics and science (second year lower secondary students) Studying is fun Mathematics/science is one of the subjects I am best at Mathematics Science Mathematics Science Lower secondary 39% 59% 39% 49% International mean 65% 77% 54% 54% How to spend out-of- time Study Watch TV or video Help housekeeping Lower secondary 1. hours/day 2.7 hours/day.6 hours/day International mean 1.7 hours/day 1.9 hours/day 1.9 hours/day Source: IEA (International Association for the Evaluation of Educational Achievement), Trends in International Mathematics and Science Study 15

16 England France Germany I-5-3 National language International Comparison of Compulsory Instruction Time for 9 to 11-year-olds (23) Arithmetic Science Social studies Foreign language Technology Physical exercise Other Art Mandatory class 78 hours Religion 83 hours 889 hours The number of annual hours of compulsoary instruction time for children of age 9-11 (4th-6th grades in elementary ) in Japan is 79 hours. This is about the same level as South Korea and Finland, both ranking in the top group under the International Student Assessment (see I-5-2). Japan Korea Work Skill hours 73 hours Finland hours (Hours) Note: Annual class time (average of 3 grades) is based on the standard curriculum which each country decides by their law, and the value is from the data of 22/23. Japan s data is based on the Education Ministry guidelines. England s investigation year is 22. Souce: OECD, Education at a Glance 25 See p.69 of reference documents France Germany England I-5-4 National language International Comparison of Compulsory Instruction Time for 12 to 14-year-olds (23) Arithmetic Science Social studies Foreign anguage Technology Art Other Physical exercise Religion 94 hours Mandatory class 87 hours 87 hours Work Skill The number of annual hours of compulsory instruction time for children of age (1st-3rd grades in lower secondary ) in Japan is 817 hours. This is about the same level as South Korea and Finland, both ranking in the top group under the International Student Assessment (see I-5-2). Korea hours Japan hours Finland hours (Hours) Note: Annual class time (average of 3 grades) is based on the standard curriculum which each country decides by their law, and the value is from the data of 22/23. Japan s data is based on the Education Ministry guidelines. England s investigation year is 22 Source: OECD, Education at a Glance 25 See p.69 of reference documents 16

17 Content of Period of Integrated Study (24) Public elementary s Public lower secondary s Topics in which the most time was spent in elementary and lower secondary are international understanding and heath & welfare, respectively. Public elementary s Public lower secondary s 7.6 I Horizontal/ general topics Topics based on interest/concerns of students Topics related to special features of community or Others International understanding Environment Welfare and health Information Breakdown of horizontal/general topics Others Notes: 1 The value shows the percentage of s dealing with each topic as a proportion of the period of integrated study. 2 The breakdown of horizontal/general topics are the four suggested in the Elementary School Courses of Study and the Lower Secondary School Courses of Study (announced 1998, implemented 22). Source: MEXT, Research on the Curriculum for Elementary and Secondary Schools 24 17

18 I-6 Student Guidance I-6-1 Trends in Occurrence of Acts of Violence in Schools (incidents) 4, 35, 3, Total 3,22 Violent incident occurrence in lower secondary is the highest or 23, in 24. The total number of such incidents across elementary to upper secondary s rose to 3, in , 2, Lower secondary 23,11 15, 1, 5, (FY) Notes: 1 Until 1996, the study was a survey of violence in. 2 The survey methodology was changed in 1997, therefore a simple comparison with pre-1997 data is not possible. Source: MEXT, Statistics on Student Guidance Upper secondary 5,22 Elementary 1,89 See p.7 of reference documents I-6-2 Trends in Bullying Cases (incidents) 7, 6, 5, Occurrences of bullying declined from their peak in 1995, with 6, cases reported by elementary s in 23, 14, by lower secondary s and 2, by upper secondary s. 4, 3, 2, 1, Total 21,671 Lower secondary 13,915 Elementary 5, (FY) Upper secondary 2,121 Notes: 1 The survey methodology was changed in 1994, therefore a simple comparison with pre-1994 data is not possible. 2 Totals after 1994 include incidents from various special s. Source: MEXT, Statistics on Student Guidance See p.7 of reference documents 18

19 I-6-3 Trends in Number of Students Who Refuse to Attend Schools (students) 16, 14, 12, 1, 8, 6, 4, 2, (FY) Total 123,358 Lower secondary 1,4 Elementary 23,318 Note: Number of students refusing to attend national, public and private elementary and lower secondary s because of School Nonattendance (known as -hatred to 1997) for 3 or more days in a year. Source: MEXT, Statistics on Student Guidance The number of School Nonattendant students increased continuously among both elementary and lower secondary students until 21. The number fell in 23, consecutively from 22, to 23, elementary students and 1, lower secondary students. See p.7 of reference documents I I-6-4 Trends in Number of Upper Secondary School Dropouts (students) 14, 12, 1, 8, 6, 4, 2, No. of dropouts 77, Dropout rate The dropout rate has been declining for the last few years. There were 78, dropouts in 24, a dropout rate of 2.1% (FY) Source: MEXT, Survey on the State of Dropouts in Upper Secondary Schools (up to 23) Source: MEXT, Statistics on Student Guidance (24) See p.7 of reference documents Number of Schools with School Counselors (s) 9, 8, 7, 6, 5, 4, 3, 2, 1, ,65 1,661 2,15 2,25 4,46 6,572 6,941 8, (FY) Note: Number of s with a counselor survey research contractor project (1995-2) and counselor survey research contractor project assistance (21 onwards). Source: Reported by MEXT 19

20 I-7 Teaching and Non-teaching School Staffs I-7-1 Trends in Number of Full-time Teachers (1, teachers) Elementary 417 Upper secondary 251 The number of full-time teachers has been growing since 195 for all types, but this trend has more or less flattened in recent years. The type with the most teachers is elementary, with 417, full-time educators Lower secondary 249 University 162 Kindergarten Specialized training college 42 Junior college 12 Miscellaneous (FY) See p.71 of reference documents I-7-2 Trends in Percentage of Females among Full-time Teachers Kindergarten 93.8 Elementary 62.7 Specialized training college 5.8 In all s other than kindergartens, specialized training colleges and miscellaneous s, the number of female full-time teachers is creeping up. Of all types, the one with the most female teachers is kindergartens. 4 Miscellaneous 37.6 Junior college 46.6 Lower secondary Upper secondary 27.6 University (FY) See p.72 of reference documents 2

21 I-7-3 International Comparison of Percentage of Females among Teachers (23) Higher education Primary education OECD country mean (primary) 79.6% 65. OECD country mean (higher) 36.1% All OECD countries have a proportion of female teachers in primary education, with an average of around 8%. In Japan, meanwhile, just two thirds of elementary teachers are women. In higher education (university, graduate level), Japan has the lowest female participation in teaching in the OECD, at under 5% of the average. I Switzerland Turkey Australia Japan Denmark Mexico Luxembourg Spain Norway Korea Finland Belgium Iceland Portugal Sweden France Netherlands UK Germany Czech Republic Hungary Poland Ireland New Zealand USA Austria Slovak Republic Italy Note: Blank columns are where no data is available. Source: OECD, Education at a Glance 25 See p.72 of reference documents I-7-4 Number of Full-time Non-teaching Staffs and School Doctors, etc. (25) (staffs) 6, 5, 4, 3, 2, 1, 26,531 14,412 Administrative personnel Lower secondary Elementary 1, Librarians Nurseteachers 7,812 2,365 School nutritionists 26,49 4,412 School lunch personnel 21,761 1,374 School janitors 3,93 1,54 Security personnel, guards,etc. School doctor 58,852 28,726 26,75 13,44 School dentist 22,43 School chemist 1,512 Looking at the number of full-time non-teaching staff, etc. at elementary and lower secondary s in 25, the most populous category is doctors for both types. However, looking at full-time staff only, the most numerous staff was lunch personnel at elementary s and administrative personnel at lower secondary s. Note: School doctors are not usually located full-time on premises. If the position of doctor is the responsibility of a general hospital, that is counted as one doctor

22 I-7-5 Trends in Average Class Size (students) Lower secondary 3.7 Elementary 26.1 In both elementary and lower secondary s, class sizes are trending downward. Classes in both types had an average size of 45 students in 195. That ratio was down to 26.1 students per class in elementary s and 3.7students per class in lower secondary s by (FY) See p.73 of reference documents I-7-6 International Comparison of Average Class Size (23) (students) OECD country mean (lower secondary) 23.9 Primary education OECD country mean (primary) 21.6 Lower secondary education Japan had 28.6 students per class in primary education and 34. per class in lower secondary education in 22, both in excess of the OECD country mean and one of the highest levels for any OECD country Switzerland Iceland Denmark Luxembourg Hungary Belgium (French-speaking) Italy Ireland Portugal USA Czech Republic Slovak Republic Greece UK Austria Poland France Australia Spain Note: Ordered from left, starting from country with lowest number of students per class in lower secondary s. Source: OECD, Education at a Glance 25 Germany Japan Mexico Netherlands Turkey Korea See p.73 of reference documents 22

23 I-7-7 Trends in Ratio of Students to Full-time Teacher (students) The full-time teacher-student ratio has been dropping since 195, reaching 17.3 students per teacher in 25 for elementary s and 14.6 students per teacher for lower secondary s. I 2 Elementary Lower secondary (FY) See p.73 of reference documents I-7-8 International Comparison of Ratio of Students to Teaching Staff (23) (students) OECD country mean (primary) 16.5 Lower secondary education Primary education There were 19.9 students to each teaching staff member in primary education in Japan in 22 and 15.7 students for every staff member in lower secondary education. Both exceed the OECD country mean. 2 OECD country mean (lower secondary) Iceland Denmark Turkey Mexico Korea New Zealand UK Netherlands Japan Germany USA Czech Republic Slovak Republic Ireland France Spain Poland Australia Sweden Hungary Belgium Norway Italy Austria Finland Luxembourg Greece Note: Ordered from left, starting from country with lowest number of students in lower secondary s. In Denmark and Iceland, lower secondary education is included in primary education. Source: OECD, Education at a Glance 25 See p.74 of reference documents 23

24 I-7-9 Trends in Average Age of Full-time Teachers (age) Junior college 51.4 University (undergraduate) 49.2 Graduate 46.5 Upper secondary 44.3 Elementary 44.1 Lower secondary 42.9 Kindergarten 34.6 At the primary and secondary education level, all types have seen a rise in the average age of fulltime teachers in recent years, which is now over 4 in all s other than kindergartens. The oldest average age of teachers is at upper secondary s at 44.3 years. At the higher education level, the average age of teachers has risen in recent years in all, with the average age of junior college teaching staff now over 5 at (Year) Source: MEXT, School Teachers Survey See p.74 of reference documents I-7-1 International Comparison of Age Distribution of Teachers (23) Under Over 6 Poland Korea Luxembourg Belgium Slovak Republic Hungary Finland Ireland UK Iceland France OECD country mean New Zealand Austria USA Portugal Netherlands Norway Japan Spain Denmark Sweden Italy Germany Note: In order of proportion of teachers under 4 (highest country at top). Source: OECD, Education at a Glance 25 In terms of the age distribution of primary education teachers, Japan has a lower proportion of teachers under 3 and 5 or over than the OECD country mean and a high ratio of teachers in the 3-39 and 4-49 age brackets. See p.74 of reference documents 24

25 I-8 Internationalization I-8-1 Trends in Number of Foreign Students (foreign students) 14, 12, Total foreign students 1, 8, 6, 121,812 11,18 Privately-financed students While the number of foreign students studying on MEXT scholarships in Japanese institutions of higher education has increased slightly in recent years, the number of privately-financed foreign students has continued to grow and in 25 the overall number of foreign students exceeded 1, to reach 122,. I 4, 2, 1985 Foreign students on MEXT scholarships Foreign students on foreign government study programs 9,891 1, (FY) Source: Reported by MEXT (up to 23) and the Japan Student Services Organization (in 25) See p.75 of reference documents I-8-2 Number of Foreign Students by Region and Country of Origin (25) North America 1,856 2.% Oceania 471.5% Korea 11, % Latin America % Other 13, % Asia 86, % Europe 3,16 3.2% Near and Middle East 65.6% Africa 849.9% 94,521 China 61, % The most common country/region of origin for foreign students was China, with 62, students in Japan (65.5%), followed by South Korea with 11, students (11.9%). Students from Asian countries accounted for over 9% of the total number of foreign students. Notes: 1 As of May 1, 25. 2Total of undergraduate, graduate and junior college students. Source: Reported by the Japan Student Services Organization 25

26 Australia Switzerland Austria New Zealand Belgium UK Germany Source: OECD, Education at a Glance Percentage of Higher Education Students Enrolled who are not Citizens of the Country of Study (23) France 9. Denmark 7.8 Sweden 5.6 Ireland Norway Czech Republic Iceland Netherlands Portugal USA Hungary Spain OECD country mean Finland Greece Japan Italy Slovak Republic Turkey Poland Korea The percentage of foreign students (non-japanese citizens) enrolled in Japanese higher education institutions is 2.2%, significantly below the OECD country mean of 6.4%. I-8-4 Number of Japanese Students Studying Abroad (22) France 1,483 (1.9%) Germany 2,317 (2.9%) Korea 721 (.9%) Others 1,64 (2.%) Austria 264 (.3%) China 16,84 (2.2%) Australia 3,271 (4.1%) England 5,741 (7.2%) Europe 1,9 (13.7%) Asia 17,314 (21.8%) Total 79,455 New Zealand 52 (.6%) Near and Middle East 18 (.2%) Oceania 3,773 (4.7%) Latin America 3 (.4%) North America 47,42 (59.7%) USA 45,96 (57.8%) There are 79, Japanese university students studying in 33 major countries overseas, with approximately 8% studying in Europe and North America. Canada 1,46 (1.8%) Note: Figures from 32 major countries from IIE Open Doors, the China Department of Education and OECD, Education at a Glance. Source: MEXT, Outline of the Student Exchange System in Japan 25 I-8-5 Trends in Number of Upper Secondary Students Studying Abroad and Foreign Students (students) 6, 5, 4, 3, 2, 1, 1,89 4,487 Hosted students 1,143 3,998 1,28 Students studying abroad Note: Figures include public and private upper secondary s ( It includes secondary s after 2). Source: MEXT, Survey on the State of International Exchange in Senior High Schools 4,481 1,35 4,186 1,434 4,358 1,478 4,16 1,518 4,44 4 (FY) The number of foreign students hosted by public and private upper secondary s has been increasing, with 1,5 foreign students in 24. The number of Japanese upper secondary students studying abroad has increased from the previous survey (22) to 4,4. See p.75 of reference documents 26

27 I-8-6 Trends in Number of Children of Compulsory Education Age Residing Abroad (students) 6, 5, 4, Lower secondary age 55,566 13,428 The number of students of elementary or lower secondary age children residing abroad is increasing in recent years, with 56, such students in 25. I 3, 2, 42,138 1, Elementary age (FY) Source: Ministry of Foreign Affairs, Statistics on Japanese Children Overseas I-8-7 Trends in Destinations for School Trip of Upper Secondary Schools to Other Countries ,672 79, , Number of student 161, , , , (Person) 2, Other 15, Singapore China 1, USA Korea 5, The number of upper secondary students going abroad on trips is decreasing since 2, accounting for 163, in 24. As for the destination, the share of Australia is increasing while that of South Korea and China are decreasing Australia 4 (Year) Note: Total of public and private high Data: Circumstances of international interchange in high s 27

28 I-9 Informatization of Schools I-9-1 Trends in Number of Students per Computer (students per PC) Although the ratio is declining across all s, that for secondary increased in 25. Special education s have the lowest rate, at 3.3 students per PC, while elementary students have the highest ratio with 9.6 students per PC. 12. Elementary Lower secondary 6.9 Upper secondary Secondary Special education s 3.3 (FY) Note: Figures from public s only. Educational computers for students as of May 1 every year are divided by the overall total. Source: MEXT, Survey on IT Education in Schools See p.75 of reference documents I-9-2 Percentage of Schools with Internet Connections and School LANs (25) Percentage of s with Internet connection Percentage with broadband connection 75.5 The rate of Internet connection across all s was at or near 1%. Upper secondary s had the highest rate of LAN access in their classrooms, at 75.5% Percentage of classrooms with LAN access 2 Elementary Lower secondary Upper secondary Secondary Special education Note: Figures from public s only. Source: MEXT, Survey on IT Education in Schools 25 See p.75 of reference documents 28

29 I-9-3 Percentage of Teachers Who Can Use Computers (25) Percentage of teachers who can use computers Percentage of teachers able to teach with computers 68.6 The percentage of teachers able to use computers is over 9% across all types. There is a difference in the percentage of teachers able to teach with computers across types. The rate exceeds 8.% in elementary s and secondary s, showing that four out of five teachers are able to do so. I 4 2 Elementary Lower secondary Upper secondary Secondary Special education s Notes: Figures from public s only. Source: MEXT, Survey on IT Education in Schools 25 See p.75 of reference documents 29

30 I-1 School Facilities I-1-1 Situations of Anti-earthquake Measures of Public Elementary and Lower Secondary School Facilities (25) No earthquake resistance inspection completed (no earthquake resistance inspection completion rate 43.7%) 36,582 Structures of unconfirmed earthquake resistance 63, % Earthquake resistance inspection completed 47,19 (earthquake resistance inspection completion rate 56.3%) Built before ,853 83, % (26,519) Buildings confirmed as non-earthquake proof and not yet upgraded Built since , % Earthquake-proof buildings 2, % Notes: 1 All buildings built since 1982 (47,19) are considered earthquake-proof. 2 Earthquake resistance inspection (non) completion rate is counted against structures built before Source: Reported by MEXT Earthquake-proof buildings 67,752 Rate of earthquake proofing 51.8% 48.2% of public elementary and lower secondary buildings are not certified earthquake-proof. 43.7% of structures built before 1981 have not undergone earthquake resistance inspections. I-1-2 Building Area of Public Elementary and Lower Secondary Schools According to Years Lapsed (25) (1,m 2 ) % 1.8% % 1, % 2,92 18.% 3, % 2, % 1, % 1,117 7.% % 3.9% Over (years lapsed) Notes: 1 As of May 1, The total includes buildings, indoor gymnasiums and accommodation blocks. Source: Reported by MEXT Roughly 39% of public elementary and lower secondary buildings are between 2 and 29 years old and need to be considered for large-scale renovations, while 36% of all buildings were over 3 years old and must be considered as candidates for rebuilding. I-1-3 Building Area of National Schools According to Years Lapsed (25) (1,m 2 ) % % % % 1.3% Over 5 Notes: 1 As of May 1, (years lapsed) 2 The total of national university corporations, inter-university research institute corporations, Institute of National Colleges of Technology, National Institution for Academic Degrees and University Evaluation, Center for National University Finance and Management, and National Institute of Multimedia Education Source: Reported by MEXT % % % % % % National university corporations currently possess some 25 million m 2 of building space. Buildings over 25 years old and generally estimated to be in need of large-scale renovation account for some 52% of those buildings. 3