In this column,Research, development and dissemination of educational approaches that overcome the cycle of poverty, inequality and abuseWe will bring you research by Yamamoto, a researcher at the Japan Research Institute and the project leader.
Barriers to the implementation of "Education for Living"
The SMBC Kyoto University Studio's project, "Research, Development, and Dissemination of Educational Approaches to Overcome the Cycle of Poverty, Inequality, and Abuse," approaches the social issues of "child poverty, inequality, and abuse" through school education. One example of such an approach is the "Education for Living" at Osaka Municipal Ikuno Minami Elementary School (now Tajima Minami Elementary and Junior High School). The love and dedication of the teachers at Ikuno Minami Elementary School to their students helped them overcome the "chaos" at the school, and the creation and implementation of "Education for Living" has led to an increase in children's self-esteem.
In addition to Ikuno Minami Elementary School, which developed "Living Education," Osaka Municipal Minami Ichioka Elementary School is another school that is practicing it on an organizational level. Principal Kimura, who served as an administrator at Ikuno Minami Elementary School, was transferred to Minami Ichioka Elementary School in 2022 and started implementing "Living Education" from scratch. With the help of collaborators within the school, he has spread "Living Education" throughout the school, and is also developing a unique curriculum for Minami Ichioka Elementary School.
The "Education for Living" workshops, held in the spring and summer as part of the SMBC Kyoto University Studio's project activities, are attended by teachers who want to put "Education for Living" into practice. The participating teachers have begun to put the ideas into practice in the classes they are in charge of and the lessons they teach. However, they have not yet reached the point where they can implement a systematic nine-year curriculum on a school-wide basis. This is because it requires building a network of friends within the school, which can be difficult.
Support to overcome obstacles
"Education for Living" has been highlighted as one of the best practices, and is attracting attention in the media. However, while learning about best practices can give us hope, not only in school education but also in the business world, it is not enough to bring about change on its own. When trying to put it into practice in one's own organization or workplace, barriers arise, such as resistance to change and a desire to maintain the status quo. This is where support is needed. In my research, I aim to clarify what kind of environment and conditions are necessary for successful approaches to social issues such as "child poverty, inequality, and abuse" through school education.
Starting in June 2025, we began providing support to teachers who participated in the training session.
Support for teachers can be broadly divided into three categories.
①Providing expert advice to teachers and school organizations
This approach involves external experts working closely with teachers and school organizations to provide specific advice and support in creating systems to resolve issues, such as work style reform, ICT utilization, operational improvement, and strengthening teaching skills to improve academic performance.
②Support for individual teacher capacity development through practice and training
This approach develops teachers' skills and confidence through interactive training and collaborative practice, enabling them to improve their own lessons and school management. It also includes support for the introduction of STEAM education and inquiry-based learning.
3) Support for building a community within the school and collaboration with outside organizations
This approach builds an environment where teachers who want to try new things can connect with other teachers and learn from each other, rather than being isolated. We provide multifaceted support for teachers' activities, such as coordinating with local citizens and businesses and playing a role in connecting schools and the community.
In order to spread "Education for Living" within schools, it is necessary to use different methods depending on the situation of the school. Currently, as mentioned above, I am participating in training and providing support to schools where teachers have already begun small-scale activities. In these cases, it is necessary to understand the thoughts and ideas of each individual teacher and take into account the goals, situation, and challenges of each school, rather than simply conveying the value and effectiveness of the curriculum, so I believe a hybrid of ② and ③ is appropriate.
In the next issue, we will talk to Mr. Maeda, the representative of "Fun School Consultant Second," who is also cooperating with this research. Mr. Maeda has 13 years of experience as a teacher, and in 2018 he founded and is running a company that focuses on supporting students.
