{ "docId": "019dd923-5e88-73ef-bd59-02a271f5bbcc", "docSlug": "6202ff574345bddd", "documentTitle": "4.6.2 HKVCA Investing in Asian Education", "authorId": "MorganStanley", "authorName": "Asia Society", "documentKindSlug": "consulting-deck", "documentKindLabel": "Consulting deck", "sourceTypeSlug": "equity_research", "sourceTypeLabel": "Equity research", "presentationDate": null, "orientation": "portrait", "aspectRatio": 0.773, "pageNumber": 21, "pageCount": 26, "prevPage": 20, "nextPage": 22, "slideType": "case_study", "function": "illustrate_case", "density": "overcrowded", "nDataPoints": 1, "notes": "This slide is a text-heavy case study summary, likely from a larger report on global education systems.", "elementsJson": [ "paragraph" ], "metadataConfidence": 1, "imagePath": null, "slideHref": "/slides/019dd923-5e88-73ef-bd59-02a271f5bbcc/21", "deckHref": "/decks/019dd923-5e88-73ef-bd59-02a271f5bbcc", "deckJsonHref": "/decks/019dd923-5e88-73ef-bd59-02a271f5bbcc.json", "deckAnchorHref": "/decks/019dd923-5e88-73ef-bd59-02a271f5bbcc#slide-21", "components": [ { "bbox": null, "kind": "callout", "text": "The major obstacle to reform in the curriculum and pedagogy is the university entrance examination, which has not changed for many years.", "attrs": null, "subkind": null, "toolName": "Visual emphasis", "toolSlug": "visual-emphasis", "confidence": null, "componentId": "019dd952-3409-704d-b4df-ebffe779691d", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.069, "w": 0.764, "x": 0.118, "y": 0.668 }, "kind": "paragraph", "text": "As also reported in the Hong Kong case, Japan faces a decline in the student population, but teacher workloads are increasing. This is partly because of the demands of teaching, but also because of the administrative burden. Similar to all the other systems under study, teachers stay late at schools in Japan. The statistics about teachers’ increased overtime hours are alarming, but perhaps are representative of teachers’ lives in the region.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "12f1a10d-0f21-4214-b054-bb6f0bd4a316", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.115, "w": 0.764, "x": 0.118, "y": 0.121 }, "kind": "paragraph", "text": "The Japanese system seemed to demonstrate a very early awareness of the necessity for change. There have been many waves of reform, and various committees established, at different times in history. The most recent education reform, “Zest for Life,” which began in 1996 and embodied the Japanese conceptions of 21st century competencies, demonstrates how traditional cultural factors, dating back to the Meiji restoration, influenced the heavy emphasis on the affective domain of learning to meet the needs of contemporary society. It is a return to the basics of chi-toku-tai, or intellectual, moral, and physical dimensions.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "17048845-ebd7-41f3-b0cb-0a3d8a59de2e", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.173, "w": 0.764, "x": 0.118, "y": 0.483 }, "kind": "paragraph", "text": "However, a survey of the implementation of these competencies and associated pedagogies showed that while they are fairly widespread in elementary and junior high schools, they are not in upper secondary or high schools. Similar to almost all the other systems under study, the major obstacle to reform in the curriculum and pedagogy is the university entrance examination, which has not changed for many years. In Japan, the mainstream test is used by 75% of universities and colleges. As is reported, the tests are very traditional, consisting of mostly multiple-choice questions, which encourages rote learning. Hence, against the intentions of the reform, the National Center Test tests the quantity of knowledge rather than the depth of understanding, let alone the use of the knowledge. There are now plans to change the university entrance examination to include a greater focus on critical thinking in order to drive more reform.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "1fd12f1b-e99e-47c7-9c8b-788d5cc43033", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.104, "w": 0.764, "x": 0.118, "y": 0.367 }, "kind": "paragraph", "text": "The Course of Study in Japan is a comprehensive framework that encompasses aims, objectives, curriculum content, pedagogy, and assessments. According to the case study on Japan, the basic principles in the revised Course of Study have been integrated into subject syllabuses and the pedagogy. Hence, the Course of Study provides a very powerful vehicle and tool to steer education in the direction of 21st century competencies. The Japan case study illustrates how the course of study combined with extensive teacher professional development on “active learning” pedagogies has moved 21st century competencies from the system level into classrooms.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "6cd937b1-3b0f-4050-a59c-c4f62f50375e", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.069, "w": 0.764, "x": 0.118, "y": 0.286 }, "kind": "paragraph", "text": "Japan operates a relatively centralized system of education. The government authority governs the overall structure and human resources of schools. However, it is centralized not in the sense of control, but more in the sense of uniformity. Schools in Japan each have their own character and style, but schools follow more or less the same curriculum and the same pattern of operations.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "8d02c7cf-8e0d-412f-ada8-785415cb8cf5", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.104, "w": 0.764, "x": 0.118, "y": 0.749 }, "kind": "paragraph", "text": "A point about technology: The Japanese case demonstrates an attitude toward technology that could be representative of the entire cultural group of East Asian education systems. In the expectations articulated for students, ICT literacy is listed as parallel to language literacy and numeracy. This is a typical perception about technology, which is taken for granted as a basic competency. However, the reforms add that ICT literacy also includes “the manners and morals for ICT.” This expresses a common concern in this part of the world, which is not quite made explicit in other systems—the fear that human beings will be overtaken by machines.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "991730bd-f4f1-4b1a-b395-4f12cb4bce5d", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.035, "w": 0.764, "x": 0.118, "y": 0.865 }, "kind": "paragraph", "text": "Please read the full case study entitled “Advancing 21st Century Competencies in Japan” by Daisuke Kimura and Madoka Tatsuno from Global Incubation x Fostering Talents (GiFT) in Japan for more information about the specific reform initiatives, achievements, and challenges.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "d43d393b-f879-40fe-8645-bc778cdfe8a8", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.035, "w": 0.764, "x": 0.118, "y": 0.239 }, "kind": "paragraph", "text": "Fundamental to the recent reforms is a shift from what students know toward what students can do with the knowledge that has been acquired, which is reflected in the proposed reforms to curriculum and assessment.", "attrs": null, "subkind": "paragraph", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "d76fb55c-3e69-40b3-93a1-135b5c9746bb", "frameworkName": null, "frameworkSlug": null }, { "bbox": { "h": 0.018, "w": 0.055, "x": 0.118, "y": 0.092 }, "kind": "title", "text": "JAPAN", "attrs": null, "subkind": "headline", "toolName": null, "toolSlug": null, "confidence": null, "componentId": "c338deb9-8746-491d-8f1c-dd5a1fec83a3", "frameworkName": null, "frameworkSlug": null } ], "metrics": [], "tools": [], "frameworks": [], "arcBeats": [], "loops": [ { "to": 26, "from": 5, "name": "Golden Circle", "slug": "11-golden-circle", "bestFor": "Visionary leadership, brand positioning, mission statements", "matchId": "f7b95e07-9720-4690-a25d-6a968ad62620", "evidence": "The deck provides a comprehensive analysis of education reforms in East Asia, highlighting the need for a shift in knowledge and skills to accommodate 21st-century competencies.", "position": 1, "objective": "Why is it important to advance 21st-century competencies in East Asian education systems?", "structure": "The Why (Belief) -> The How (Process) -> The What (Result)", "confidence": 0.6, "description": "Invert the typical pitch by starting with why you exist, rather than what you do" } ], "imagePathAlt": null, "thumbSrc": null, "thumbSrcAlt": null, "locked": true }