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Shrinking Japan: Lack of Japanese language education hobbling integration of foreign kids

Asia/ Japan/ Source: mainichi.jp.

A female instructor holds up cards each bearing a Japanese phonetic katakana character, and the nine children with foreign nationalities in the class read them out in unison, «A, i, u …» The instructor changes the order of the cards, and the students follow right along: «I, o, u …»

This basic Japanese lesson is part of the four-level language course offered by the Tabunka Free School, run by nonprofit organization Multicultural Center Tokyo in the capital’s Arakawa Ward. Most of the 30 or so students at the school are aged 15 or above and have finished compulsory education in their home countries. Many of them are aspiring to enter Japanese high schools, for which they also study math and English at the school.

«I would like to pass the entrance exam for a high school,» said Nguyen Quang Duc, a 16-year-old Vietnamese student in an advanced Japanese language class at Tabunka.

Seven Tokyo metropolitan high schools offer alternatives to regular entrance exams for foreign students who came to Japan within the past three years, screening applications through interviews and compositions. However, only one in two applicants gets through the highly competitive selection process. As for regular exams, foreign students are allowed certain exception to the usual rules, such as bringing a dictionary, but the need to take science and social studies segments makes it hard for them to get in.

According to government statistics, in 2016 there were roughly 150,000 foreign children aged 6 to 17 living in Japan. Of them, more than 80,000 attended public schools here. It remained unclear, though, where most of the remaining students were studying, even if those enrolled at private schools were factored in. There are known cases of foreign students being shunned by elementary and junior high schools due to their poor Japanese language ability. The Multicultural Center Tokyo received 243 consultations about places of learning for foreign children in fiscal 2017, almost double the figure of five years ago.

Multicultural Center Tokyo representative Noriko Hazeki, 66, told the Mainichi Shimbun, «Japanese (as a second) language education at schools in this country is insufficient. The government should look into the realities of the situation and improve things swiftly.»

Ruhina Maherpour, a 21-year-old Iranian citizen studying at Nihon University, was born and raised in Japan due to her father’s job. However, her Japanese was not sufficient to move on in her education here despite understanding the language. And so she went through the language courses at Tabunka Free School, finishing them in academic 2012.

Maherpour then started evening classes at a Tokyo metropolitan high school while studying at a school at the Iranian Embassy in Japan. She quit the metro school after a year after she found going to both too burdensome, but this made her preparations for university entrance exams even harder.

Although she sought to take admission exams for Japanese universities with special quotas for foreign students, an education ministry official told her that the quota was only for students based overseas. Among the 30 or so schools she contacted, only five allowed her to sit for their exam. One of them was for Nihon University, where Maherpour now studies sociology while engaging in activities to introduce Iranian culture here in Japan.

«I get the sense that Japanese people welcome foreign tourists but not residents. I want to do whatever I can to make it easier for people from abroad to live here,» she said.

There are now growing calls for creating places and opportunities for foreign residents here to improve their Japanese skills to a sufficient level. Education minister Masahiko Shibayama told a press conference on Nov. 13, «We will support efforts across the country and introduce new skills certifications for Japanese language teachers.»

According to a 2017 Agency for Cultural Affairs study, about 60 percent of the roughly 40,000 Japanese language teachers in the country are volunteers. While at least 415 local governments and education boards provide Japanese language education to non-native speakers, even lessons given by public institutions depend heavily on volunteer instructors.

Tokyo’s Shinjuku Ward, where foreign residents account for about 12 percent of the 346,000 inhabitants, provides Japanese language classes for foreigners at 10 locations. The classes are taught by roughly 70 volunteers registered with the ward after going through 70 hours of training. As the fees for the Japanese lessons are just 2,000 yen for a weekly, four-month course, some of the classes have long waiting lists.

«There are limits to what municipal governments can do. In order to improve Japanese language education, support from the central and prefectural governments is imperative,» said a ward official in charge.

A government-sponsored bill to revise immigration law to accept more foreign workers into Japan is being debated in the current extraordinary Diet session. If it passes, the government envisages allowing up to 340,000 foreigners to work in the country over a five-year period beginning next spring. However, questions are being raised over whether the government has plans to integrate these newcomers as full-fledged members of local communities, instead of just treating them as a boost to the country’s workforce.

To answer that question, the government needs to consider not only Japanese language education but also social security programs for foreign workers. For example, a foreign worker who paid pension premiums for more than three years cannot get the money refunded. Policy holders are also required to stay on the program for at least 10 years to be eligible for future pension benefits.

If their home countries have a social security agreement with Japan, foreign workers do not have to make duplicate payments here and back home. However, there were only accords with 18 countries as of August this year, including just three Asian countries: South Korea, India, and the Philippines.

There are also concerns that medical costs could increase if more foreigners start working in Japan. Public health insurance policies held by company employees cover the medical bills of dependents within three degrees of kinship — even, under certain conditions, if they live abroad. However, the health ministry is planning to submit a bill to revise the Health Insurance Act to next year’s regular Diet session to limit coverage to those living in Japan.

Source of the notice: https://mainichi.jp/english/articles/20181124/p2a/00m/0na/012000c

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Multiculturalidad en Japón: apoyar a los jóvenes con raíces internacionales

Por: Tanaka Iki.

Cada vez hay más niños en Japón que no hablan el japonés como lengua materna y necesitan recursos educativos especiales para aprenderlo. Sin embargo, la ayuda a estos menores se deja en manos de los Gobiernos locales, por lo que surgen diferencias abismales de servicios disponibles entre regiones. Garantizar a esa minoría infantil una educación adecuada a sus necesidades es el primer paso para que la sociedad japonesa sea capaz de integrar a la inmigración.

Trabajo para YSC Global School, una escuela gestionada desde 2010 por la organización sin ánimo de lucro Youth Support Center, que ofrece apoyo educativo especializado a niños y jóvenes con raíces internacionales. Los menores a los que asistimos presentan perfiles muy diversos, pero quisiera ilustrar la situación tomando como ejemplo a Mayuka (nombre ficticio), una niña nipoperuana de tercera generación que se trasladó a Japón con su madre cuando tenía 5 años. La pequeña ingresó en una guardería pública tras llegar al país y luego pasó a estudiar en la escuela primaria. En casa hablaba español, su lengua materna, mientras que fuera utilizaba siempre el japonés.

Como en su escuela no existían recursos especiales para aprender japonés, Mayuka no recibió ningún apoyo especial. Hablando se defendía hasta cierto punto, pero le costaba leer y escribir al nivel requerido para los estudios, y pronto empezó a quedar rezagada respecto al resto de sus compañeros. En los cursos superiores de primaria no entendía la mitad de las lecciones y empezó a desvincularse de la escuela. Como usaba menos el japonés en el día a día, su nivel oral se resintió y cada vez le costaba más asistir a clase.

“Yo diferente. Ayer, no sé”. Cuando conocí a Mayuka, terminaba de ingresar en la escuela secundaria y hablaba un japonés tan defectuoso que nadie hubiera dicho que llevaba seis años escolarizada en Japón. En ocasiones su expresión, una concatenación de palabras cortas pronunciadas con poca fluidez, resultaba tan caótica que era imposible saber qué pretendía decir. Había desarrollado una capacidad mucho mayor de expresarse en español, lengua que usaba en casa con su madre, pero aun así tampoco presentaba un dominio equiparable al de una niña de su edad en Perú, y prácticamente no sabía leerlo ni escribirlo.

Las personas como Mayuka, que no dominan ni el japonés ni el idioma materno al nivel que corresponde a su edad, no se consideran bilingües sino doblemente limitadas. No son capaces de expresarse con un nivel elevado de abstracción y experimentan dificultades para comunicarse.

Entrada en la difícil edad de la adolescencia, Mayuka sufrió una crisis de identidad y el estrés que no podía exteriorizar verbalmente la llevó a frecuentar las zonas de ocio y a terminar la escuela secundaria sin haber asistido casi a clase. Más tarde su familia se trasladó repentinamente, y solo podía seguir sus pasos a través de las redes sociales. Por esa vía me enteré de que había tenido un hijo. Después dejó de escribir en las redes sociales, y ahora no tengo forma de saber de ella.

Diferencias de recursos entre regiones

En el año 2016, los centros públicos de primaria, secundaria y bachillerato de todo Japón tenían más de 43.000 alumnos que necesitaban refuerzo docente de japonés para poder seguir las clases. El número de estos menores ha aumentado más del 60 % en los últimos diez años. No todos son de nacionalidad extranjera; también los hay que poseen nacionalidad japonesa pero se criaron en casa de familiares de otro país o que no tienen el japonés como idioma materno. Diez mil de ellos no cuentan con ningún tipo de ayuda en la escuela y se hallan en riesgo de convertirse en personas doblemente limitadas, como le sucedió a Mayuka.

Actualmente la atención a niños con uno o ambos padres de raíces internacionales se deja en manos de los Gobiernos locales. Mientras que en algunas regiones la Administración ofrece cursos de japonés u otros tipos de ayuda colaborando con entidades sin ánimo de lucro, en otras solo tienen uno o dos niños con necesidades lingüísticas por colegio o bien no cuentan con el presupuesto ni el personal necesarios para suministrar los servicios. Más de la mitad de los menores que necesitan ayuda viven en este segundo tipo de regiones, donde escasea la población extranjera.

En las regiones con pocos extranjeros, además de faltar presupuesto y personal para atender a las necesidades de dicho grupo, la ayuda de las entidades sociales y las ONG ajenas a los centros educativos es también insuficiente. La mayor parte de la ayuda externa a los centros educativos recae sobre el voluntariado. La carencia de fondos para llevar a cabo las actividades y la ausencia de relevo joven en cuerpos de voluntarios cada vez más envejecidos hace que los servicios mermen y desaparezcan paulatinamente. La brecha regional en la existencia, la calidad y la cantidad de servicios de ayuda constituye un problema que Japón lleva muchos años arrastrando.

Un entorno inclusivo para hacer amigos

Impartiendo una clase en la escuela YSC Global School.

En la YSC Global School, que gestionamos en Fussa (prefectura de Tokio), ayudamos cada año a más de cien niños y jóvenes a aprender japonés, buscar trabajo o acceder al siguiente nivel académico. Hasta ahora hemos tenido alumnos de más de treinta nacionalidades distintas, incluidas la filipina, la china, la peruana y la nepalí.

Los alumnos acuden a recibir apoyo especializado desde toda la prefectura Tokio, las colindantes de Saitama y Kanagawa e incluso desde Chiba, realizando desplazamientos de hasta más de dos horas en tren. La amplia afluencia desde zonas tan alejadas demuestra hasta qué punto son escasas las entidades que atienden las necesidades de niños y jóvenes con raíces internacionales.

Entre los jóvenes que acuden a la escuela, hay desde los que tienen un historial académico sobresaliente en sus países de origen y dominan varios idiomas —su lengua materna y el inglés, por ejemplo—, hasta los que casi no estuvieron escolarizados antes de llegar a Japón o los que incluso necesitan aprender a permanecer sentados en su escritorio durante las clases. Son grupos de necesidades heterogéneas, pero en los que todos se hacen amigos, respetando y superando los factores que los diferencian (edad, nacionalidad, religión, etc.). Los contactos y los vínculos que logran en la escuela les suponen un importante apoyo a la hora de integrarse en la sociedad japonesa.

Rechazados por falta de sistemas de ayuda

El idioma y la cultura no son los únicos obstáculos con que se topan los niños con raíces internacionales en la sociedad japonesa; aunque hayan nacido y se hayan criado en Japón, sin salir jamás de las fronteras niponas ni hablar otro idioma que el japonés, su color de piel, su nombre y el origen extranjero de sus padres los condenan a sufrir abusos y discriminación en la vida escolar. La mayoría de estos niños han sido objeto de insultos discriminatorios en el colegio (“qué tonto eres”, por cometer un pequeño error en japonés; “vuelve a tu país”, al expresar alguna insatisfacción; “tienes un color sucio y contagioso”, en referencia a su piel) y experimentan dolorosas crisis de identidad al llegar a la adolescencia.

La escuela YSC Global School reúne a esos niños que son minoría en la sociedad japonesa y les ofrece el único espacio donde pueden sentirse seguros y conocer compañeros con circunstancias y experiencias similares. “En el colegio no tenía ni un amigo. Aquí me siento cómodo porque todos somos iguales”, declara un alumno. Sin embargo, son pocos los niños que gozan de acceso a entidades de apoyo como nuestra escuela. En las regiones con pocos extranjeros que mencionábamos antes, donde ni las escuelas ni las administraciones suministran ayuda, abundan los menores que dejan de asistir a clase para quedarse encerrados en casa. Por otro lado, también hay chicos que no tienen más remedio que quedarse en casa porque los centros educativos de su zona les exigen saber japonés para matricularse, alegando la falta de sistemas de ayuda escolares y gubernamentales.

En noviembre de 2016, la YSC Global School lanzó un proyecto de clases de lengua japonesa por internet, destinado a atender a los niños con necesidades educativas lingüísticas que viven en regiones sin recursos y se hallan aislados y sin modo de aprender el idioma. La iniciativa hace llegar las clases que se imparten en la YSC Global School, en Fussa (Tokio), a niños de todo el archipiélago. Veinte niños procedentes de regiones con pocos extranjeros, de las prefecturas de Ibaraki, Gunma, Chiba, Shiga, Yamaguchi y otras, han recibido este servicio en línea, con el que se les ayuda a aprender japonés, a preparar el ingreso en bachillerato y a conectar con otros compañeros.

YSC Global School lleva a cabo un proyecto para que los niños de regiones con pocos recursos de ayuda accedan en línea a las clases de japonés que se imparten en Fussa.

La llegada de la inmigración: aprender de los extranjeros que ya viven en Japón

El paquete de políticas básicas de gestión y reformas financieras y económicas que el Gabinete aprobó, en junio de 2018, como medida para afrontar el envejecimiento demográfico conlleva un cambio de las condiciones de los trabajadores extranjeros en Japón que marca un punto de inflexión en la sociedad japonesa. La primera reunión interministerial sobre la acogida y la integración de trabajadores de otros países tuvo lugar en julio; la agenda política avanza a un ritmo más ágil de lo previsto.

No cabe duda de que Japón va a necesitar más mano de obra extranjera en el futuro, pero debemos recordar que aquellos que llegarán de otros países son, antes que trabajadores, personas que también formarán parte de la sociedad japonesa. Hay que ofrecerles un entorno que garantice a los niños una educación adecuada y acceso a la sanidad y las prestaciones sociales, y que permita a los adultos criar a los hijos y desarrollar su vida cotidiana con tranquilidad. De lo contrario, Japón perderá en la carrera internacional por atraer mano de obra y no logrará convertirse en un país de destino para los trabajadores extranjeros.

Japón tiene trabajo pendiente antes de acoger la inevitable llegada de futuras olas migratorias: servirse de la experiencia de los más de 2,5 millones de extranjeros y los jóvenes con raíces internacionales que ya llevan tiempo viviendo aquí para crear las infraestructuras y el tejido social adecuados para lograr una sociedad más integradora.

Fuente del artículo: https://www.nippon.com/es/currents/d00430/

 

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Japan to give 500m yen for primary education

Asia/ Japan / 05.12.2018/ Source: www.theindependentbd.com.

Japan will provide 500 million Japanese yen or approximately Taka 36.89 crore as grants to Bangladesh for the Fourth Primary Education Development Programme aimed to impart quality education to all children from pre-primary to grade 5.  “In this regard, ‘Exchange of Notes’ and ‘Grant Agreement’ will be signed on December 10 at the NEC-2 Conference Room in the city’s Sher-e-Bangla Nagar area,” said an official at the Economic Relations Division (ERD). The official told BSS that ERD Secretary Monowar Ahmed will sign both the documents, while Japanese Ambassador to Dhaka Hiroyasu Izumi will sign the ‘Exchange of Notes’ while Chief Representative of JICA, Bangladesh Office Hitoshi Hirata will sign the ‘Grant Agreement’.

Officials at the Ministry of Primary and Mass Education said the programme will strengthen the capacities of institutions at all levels of primary education offices and increase the support for schools and upazilas with more resources linked to their needs and performance. The programme is expected to directly benefit 18.6 million students, about 340,000 teachers, and more than 65,000 schools that are under the management of the Ministry of Primary and Mass Education. The government will provide $13.2 billion of the total $14.7 billion programme cost, while the other co-financiers are the World Bank, ADB, UNICEF and European Union.

Bangladesh achieved almost universal access to primary education by 2016 with a 98 per cent net enrollment rate. The efficiency of primary education has also improved. The funding will help the government to improve the quality and equity of primary education through the Fourth Primary Education Development Programme. The program aims to reduce double-shift operations at schools by recruiting more teachers and building more classrooms, step up teacher education and provide needs-based training for teachers and teacher educators, reform examinations and assessments, as well as enrich teaching and learning resources such as with digital materials.

It will also expand education services for out-of-school children through learning centers, bring more children with special education needs and disabilities to schools, improve school-level performance and management, and strengthen institutions.

Source of the notice: http://www.theindependentbd.com/post/177108

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Education, peace were key to rebuild: Japanese ambassador

Asia/ Japan/ 13.11.2018/ Source: www.egypttoday.com.

Japanese Ambassador to Egypt Masaki Noke said that his country’s experience with rebuild was shaped by education and peace adding that what differentiates his country’s schools is that they focus on personality building paying attention to mind, intellect, and body.

Noke told Egypt Today he was raised knowing that his country’s natural resources are limited so its people must “make more effort, and not wage war.”

Egyptian-Japanese Ties 

The ambassador stated that Japan gives emphasis on “training and capacity building” when it comes to its cooperation with Egypt on development. He said that Japanese experts have also been invited to conduct studies and formulate proposals for quality enhancement.

Noke revealed that cooperation includes high education as well. Egypt has launched an initiative to build 200 “Japanese Schools” adopting the Japanese education system. Fifteen pilot schools have started operation in the current academic year.

The ambassador said that Egypt and Japan have good relations but can do more highlighting that Egypt is a major country in Africa and the Middle East. He stated that the visit by President Abdel Fatah al-Sisi to Tokyo was the first by an Egyptian leader in 17 years.

Noke explained that Japan is eager to focus on peace, security, development, and education in its relations with Egypt. He added that the role of the Japanese private sector in the country has to increase.

Japanese Investments 

The ambassador stated that there are roughly 50 Japanese companies investing $100 billion in Egypt saying that is not enough compared to the size of the country.

The ambassador suggests that Egypt should further improve the business environment like lowering tariffs on components needed in the manufacturing sector. He stated, however, that Japan has a positive view of the economic reform like floatation, energy subsidies reduction, and establishing free zones.

Noke explained that Japanese firms have become interested in investing in Egypt but they still need a “clear signal regarding the economy’s direction” and “the advantages and disadvantages of investment in Egypt.

The ambassador said that he and Japanese businesspeople met with Minister of Finance Mohamed Moeit on Nov.11. He stated that they realize that the New Investment Bill is good but the implementation is the challenge.

The Japanese ambassador concluded that “a stable and prosperous Egypt is crucial for the region, the world, and Japan.” Both countries are currently cooperating in the construction of the Suez Canal Peace Bridge and the Grand Egyptian Museum

 

Source of the notice: http://www.egypttoday.com/Article/2/60350/Education-peace-were-key-to-rebuild-Japanese-ambassador

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Universidad de Tokio ofrecerá cupos a estudiantes discriminados

Asia/Japón/08 Noviembre 2018/Fuente: Prensa Latina

La Universidad Médica de Tokio (TMU) anunció hoy que ofrecerá cupos a las decenas de aspirantes cuyos exámenes de ingreso fueron manipulados en 2017 y 2018 para impedir su acceso a la institución.
En agosto pasado, la TMU admitió haber falsificado a la baja durante más de 10 años las notas de las pruebas realizadas por mujeres y algunos hombres para negarles el ingreso.

Un total de 101 estudiantes, 67 de ellos damas, fueron rechazados de forma fraudulenta los dos últimos años y podrán asistir a clases desde el inicio del curso escolar si así lo desean, indicó la universidad citada por la agencia de noticias Kyodo.

‘Actuamos de manera inapropiada en asuntos relacionados con los exámenes de ingreso. Nos disculpamos profundamente con todos los afectados’, señaló en una conferencia de prensa Yukiko Hayashi, recién electa presidenta de la TMU.

Según Hayashi, primera mujer que dirige la casa de altos estudios, se adoptarán medidas para corregir esa situación.

La práctica discriminatoria de la TMU salió a la luz mientras la fiscalía de Tokio investigaba a ese centro por actividades corruptas que involucraban a sus principales ejecutivos y un alto funcionario del Ministerio de Educación.

Tras el escándalo, el gobierno nipón emprendió una pesquisa y descubrió alrededor de 30 escuelas de medicina en todo el país con disparidades significativas en las tasas de aprobación entre solicitantes femeninos y masculinos en los últimos seis años.

Las universidades implicadas buscaban mantener la proporción de estudiantes mujeres en torno al 30 por ciento con la justificación de que las doctoras a menudo renuncian o toman largas licencias después de casarse o tener hijos.

El primer ministro nipón, Shinzo Abe, se ha comprometido a promover una nación ‘donde las mujeres puedan brillar’, pero en la práctica la sociedad japonesa sigue lastrada por la desigualdad de género, también en ámbitos laborales y educativos.

Fuente: https://www.prensa-latina.cu/index.php?o=rn&id=226461&SEO=universidad-de-tokio-ofrecera-cupos-a-estudiantes-discriminados
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Moral education may not reflect the realities of life in Japan

By Michael Hoffman.

What’s wrong with the following story?

A magician, skilled but unlucky, finds success passing him by. One day, wandering lost in gloomy thoughts, he meets a boy who is unhappier still. The magician does some tricks. The boy cheers up. They become friends. They agree to meet the next day.

That evening the magician receives a visit from a friend. The friend brings news: The scheduled performer at the next day’s magic show can’t make it. Will the magician fill in?

Here it is, at last, the big break! Ah, but — the boy! He has promised to meet the boy! Can he disappoint him? No, he cannot. Success, fame, fortune are important, but friendship is more so. He will turn down the offer. He will keep his promise.

What’s wrong with the story? As a fairy tale, nothing. But as a moral lesson — since that’s what it’s meant to be — it seems to lack an essential ingredient: realism. Does real life work that way? Can it? Should it? If Japan’s did, what would become of its economic competitiveness?

It’s an old story, going back some 40 years, according to the Asahi Shimbun, and it has found its way, in one form or another, into all eight of the government-approved textbooks in use in a new — resurrected, rather — elementary school subject known as moral education. Discredited following World War II for its prewar and wartime militarist leanings, moral education sank into an informal limbo from which a reform backed by the education ministry has rescued it, effective this year in elementary schools, next in junior high schools.

History aside, critics fret about a key element of the reform. Moral education is now, as it was not in its informal phase, to be graded. How can teachers grade morality? By rewarding the loudest professions of determination to emulate the magician? Hypocrisy pays, while sincerity must be its own reward.

Another character figuring prominently in the new moral education textbooks is one Ninomiya Kinjiro (1787-1856). Born to a peasant family in Sagami Province (today’s Kanagawa Prefecture), he taught himself to read, worked himself up from poverty and became a noted figure of his time — an agronomist, economist, philosopher and forceful advocate for the starving poor. His posthumous life extended deep into the 20th century, via a famous 1-meter-high statue, much reproduced and adorning elementary school grounds across the nation, instantly recognizable by the load of firewood on the boy’s back and the book in his hand, symbolizing his indefatigable determination to work and better himself at all costs.

Readers of Kappa Senoh’s fictionalized wartime memoir “Shonen H” (“A Boy Called H”) will remember H, as an elementary school fourth-grader, getting into trouble over Ninomiya Kinjiro. A teacher rebukes H for reading while walking. “But,” protests H, “Miss Hayase (his homeroom teacher) said we should model ourselves on the statue of Ninomiya Kinjiro.” Yes, says the teacher, but not to extremes: “Modeling yourself on him means you should study hard, not that you should read as you walk.”

During the war the statues were melted down for ammunition, and Kinjiro more or less disappeared from view. He’s back — raising, on his return, the same question raised by the fictional magician: Is morality realistic?

Yasuhiro Ninomiya, a 71-year-old descendant of Kinjiro’s and a member of the Association of Japanese Intellectual History, tells the Asahi Shimbun that legend somewhat exaggerated his ancestor’s merits, considerable though they were. Kinjiro did teach himself to read, says Yasuhiro — but later in life, not as a child. And a famous story of him — again as a child — making straw sandals on his own initiative for laborers building a levee is “probably baseless” — a late 19th-century authoritarian government’s conscious attempt, in Yasuhiro’s view, to symbolize selfless dedication in opposition to a campaign then simmering for individual rights.

Two textbooks feature that story. Does factual accuracy matter? Yes, but secondarily, an education ministry official tells the Asahi Shimbun: “The essential point, in selecting content, is its educational value. Factual accuracy may or may not be an obstacle in that regard.”

Suppose a bright kid raises his or her hand in class and asks, “Is this story true?” What would the teacher say in reply — that “factual accuracy may or may not” matter?

It seems to matter less and less in society as a whole. Two examples, one benign, the other not:

Earlier this month the business magazine President ran a feature on job interviews. How should a job candidate approach one? Gingerly and yet boldly — gingerly because so much depends on it, boldly because bold is what an employer wants its employees to be. President cites an astonishing fact: A first impression of a stranger we meet is formed within, on average, 0.2 seconds. Once formed, it is more or less indelible. (“If you spill red ink on white paper, you can’t change it to blue ink,” is how psychologist Isamu Saito puts it.) The successful job candidate is he or she who seizes control of that crucial one-fifth of a second.

There are ways to do it. Sixty percent of a first impression is determined by the expression on your face. What do you want yours to say? Compose it so that it says it. Dress, too, says Saito, is important. The cut and colors of your suit, necktie and accessories send subliminal messages: red — extroverted and novelty-seeking; blue — polite, knowledgeable and traditional; gray — unassertive; and so on. What do you want to convey to your prospective employer? Whatever it wants to see in you — which you’ll know, having done the requisite preliminary research into the company’s corporate character.

Sincerity? A virtue no doubt, but first things first, and the first thing is: Get that job!

Having got it, the “first thing” is apt to become: sell products, maximize profits, gain power, keep power, expand power, protect your boss, protect yourself — and so on. The long list of corporate and government scandals unfolding over the past year and a half suggests a moral crisis that is pervasive rather than aberrational.

Truth? The admission this month by KYB Corp., a manufacturer of earthquake shock absorbers, that it has been fabricating safety data for more than a decade, is merely the latest reminder among many that, in a society whose primary goals are not moral but economic, the moral high road belongs exclusively to itinerant, luckless magicians. More power to them.

Source of the article: https://www.japantimes.co.jp/news/2018/10/27/national/media-national/moral-education-may-not-reflect-realities-life-japan/#.W95XW9ThDwd

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Japan’s youth suicides hit 30-year high: survey

Asia/ Japan/ 06.11.2018/ Source: www.reuters.com.

Suicides by Japanese youth have reached a 30-year-high, the education ministry said on Monday, even as overall suicide numbers have steadily declined over the past 15 years.

A total of 250 children in elementary school, middle school and high school killed themselves in the fiscal year through March, up from 245 the previous year, according to a ministry survey. That was the highest since 1986, when 268 students took their own lives.

“The number of suicides of students have stayed high, and that is an alarming issue which should be tackled,” said ministry official Noriaki Kitazaki.

Source of the notice: https://www.reuters.com/article/us-japan-suicides/japans-youth-suicides-hit-30-year-high-survey-idUSKCN1NA0BW

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