by admin | Apr 1, 2025 | children and families, culture, education, educational systems, school children
In Takasaki, Gunma Prefecture, despite the chilly and rainy weather in early October, the interior of the second-grade classroom at Takasaki Municipal Seibu Elementary School buzzes with warmth and enthusiasm. The lesson revolves around building vocabulary related to rivers and aquatic life; names of various water bodies decorate the chalkboard. Students enthusiastically raise their hands hoping to respond to the instructor’s queries. Among them sits 7-year-old Lulu Eiren Belle Masuda from the Philippines—a child who occasionally seeks assistance from her neighbor during these sessions. Beside her is 54-year-old Ayako Suga, serving as a language assistant.
“Eiren mentions that it’s challenging to converse with others since her main mode of communication is in English.” Although English is predominant at home, the dynamics shift in the classroom as she is the sole non-native Japanese speaker. She admits, “I sometimes require additional assistance,” particularly noting that speaking in front of the entire class makes her feel extremely uneasy.
Inherent difficulties encountered by students who are not native speakers at schools
Eiren’s experience mirrors an increasing trend in Japanese schools due to the rising number of foreign residents. By the close of 2024, this demographic saw a significant increase of 10.5%, reaching a total of 3.7 million individuals—the highest recorded figure so far. The government has set targets to attract approximately 820,000 additional overseas workers between 2024 and 2028 through various policies designed not only for labor but also facilitating easier pathways to permanent residency. This enables skilled workers to integrate their families into society seamlessly.
In Gunma Prefecture, where Eiren resides, the population of foreign inhabitants increased by 10.7% within a single year, totaling more than 72,000 individuals by December 2023. This growth necessitates that schools such as Seibu Elementary adapt to accommodate their increasingly varied student populations and find methods to assist students like Eiren, who do not have native proficiency in Japanese. Nonetheless, significant obstacles remain when trying to offer adequate help.
According to Professor Hiromi Saito from the Graduate School of Education at Tokyo Gakugei University, one of the core issues behind these problems is Japan’s lack of full recognition of immigrants. These children are effectively treated as immigrants, but the educational system does not acknowledge this fact. Consequently, schools—especially public ones—have failed to create a coherent structure to tackle the long-term, crucial challenge of educating these students systematically.
The insufficient acknowledgment is further exacerbated by minimal financial backing from the central government. As she highlights, although MEXT has developed materials such as textbooks and instructional videos, along with compiling locally generated resources available online, this constitutes nearly all their direct assistance beyond select locations like Yokohama. Additionally, they have set standards recommending one language tutor for every eighteen pupils requiring additional help with Japanese and encourage using technological aids for distance education. However, she notes that actual provision of linguistic tuition for kids with immigrant backgrounds typically amounts to around seventy to eighty hours annually—scarcely sufficient time to impart even rudimentary conversation abilities.
“Without financial support, local governments and municipalities cannot establish systems, employ staff members, or offer training,” says Saito. “While MEXT is suggesting various measures, the conditions necessary for their implementation—be it through established procedures, adequate staffing, or suitable facilities—are not present across the country. This issue affects every region.”
At the Takasaki Municipal Board of Education, the recurring response echoed similarly. In response to inquiries about what assistance they primarily required from the national government to cater to non-native speaking students, a high-ranking official succinctly answered “Funding.” Despite Takasaki’s efforts to address the linguistic needs of each student who requires additional support—deploying their 30 language aides wherever requested—they barely manage to satisfy all demands.
Moreover, the support for language assistants is generally limited to two years per child, according to guidelines. However, Eiren’s language assistant, Suga, cautions that this timeframe might prove insufficient if the count of children requiring assistance keeps increasing.
“I would appreciate it if measures were implemented to provide adequate support so that we can address the requirements of the children and achieve the academic standards set by the schools. It is my sincere wish that both the Takasaki Municipal Government and the Board of Education create a robust system for comprehensive assistance as the population of foreign students increases. Currently, there isn’t an ample supply of teaching aides; however, despite this limited availability, we manage with what little resources we have and make the current system function effectively. Nonetheless, situations may arise where some children do not receive the necessary help,” she states.
The endeavors of language aides
Language aides such as Suga and Mika Senzaki Novaes, who was also spoken to by Mainichi, play crucial roles in assisting children from multicultural backgrounds to understand the Japanese curriculum found in their lessons and textbooks. Nonetheless, these aids aren’t JSL educators, and their interaction with pupils usually caps at two sessions each lasting about two hours per week. Consequently, this often leaves an unbridgeable gap between the assistance provided and what the students truly require.
Senzaki Novaes, who assists an 8-year-old Brazilian student named Shizuka (a pseudonym) at Takasaki Municipal Sakurayama Elementary School, emphasizes, “It’s crucial to understand that mastering Japanese and understanding academic subjects are two distinct challenges. While I aim to support her with Japanese practice, my limited session time doesn’t allow me to delve into broader educational content.” Outside of her regular job duties, she dedicates numerous hours to developing custom teaching tools since suitable commercial options are hard to come by.
“I find many terms unfamiliar to these children. I put considerable effort into assisting them so they can adapt to their Japanese schooling and everyday routines, as well as manage the classroom activities effectively,” says Suga.
Even though these obstacles persist, the work of language assistants is proving impactful. According to Shigeko Yajima, who teaches Eiren’s homeroom class, “In regular conversations, Eiren speaks Japanese quite well; her vocabulary size is nearly identical to that of her peers.” Nonetheless, Yajima recognizes that Eiren requires assistance with academic content, highlighting the importance of Suga. As Yajima points out, “Whenever she struggles to comprehend certain topics, Suga steps in to provide support.”
Similarly, Shizuka has advanced thanks to Senzaki Novaes’ assistance. Despite finding kanji and kokugo challenging—classes designed for native Japanese speakers—she mentions, “I enjoy having her around; it makes learning more manageable.” When questioned about whether she believes her Japanese skills are getting better, she nods vigorously and breaks into a smile.
Senzaki Novaes, who runs the organization Vamos providing language help to children with foreign roots, notes that Shizuka understands about 70% of what’s being said in regular conversations at school but struggles with more complex exchanges and study materials. “She can do math calculations, but she doesn’t understand what’s being asked in word problems,” Senzaki Novaes explains. “In kokugo class, there are words she can enunciate or write but doesn’t know the meaning of, so she doesn’t understand the sentence. It’s the same for other subjects like social studies or science.”
The Takasaki School Board successfully addressed all language assistance requests for the academic year 2024, yet uncertainty looms ahead. While they have maintained their practice of limited school visit durations by these assistants, significant needs still persist—especially for students speaking less common languages such as Tagalog, Nepalese, and Uzbek, where adequately trained helpers are scarce. Often, interactions between assistants and pupils involve a mix of basic Japanese and occasionally another shared tongue whenever feasible.
Implications for the future
The difficulties encountered by children from abroad in Japan’s educational system are not individual cases but rather symptoms of broader social changes. Due to an increasing elderly populace and decreasing number of births, the nation has begun relying on foreign workers to address labor gaps and bolster economic growth. According to Professor Saito, under updated immigration policies facilitating family reunification for professional migrants, these kids “are expected to contribute to Japanese society down the line, and this understanding is slowly becoming more prevalent.”
The statistics highlight the challenges faced by these young individuals. The education ministry reports that high school students from foreign backgrounds needing Japanese lessons have a dropout rate of 6.7%, which is notably above the nationwide average of 1.0%. Of those who do manage to graduate, merely 51.8% proceed to further studies, whereas this figure stands at 73.4% for native-born students in Japan. Furthermore, among immigrant pupils entering employment, as many as 39.0% secure irregular or part-time positions, contrasted sharply with just 3.3% of overall high school leavers taking such roles.
Senzaki Novaes, Shizuka’s aide, cautions about the long-lasting effects of insufficient assistance. She states, “There might be an increase in individuals with international backgrounds who receive minimal Japanese education within Japan.” According to her, “Should these kids fail to acquire adequate proficiency in speaking Japanese for academic purposes, their career prospects will likely remain narrow. This situation can trap resident foreigners in lower societal positions.”
Tackling these inequalities necessitates an all-encompassing educational strategy, according to Saito. She states, “Education for immigrant children must not be confined solely to teaching them Japanese.” It ought to encompass assistance with cultural integration, personal growth, job placement, and professional advancement. In order for individuals to reside happily in Japan, view themselves as part of society, and perceive the nation as a place where they can construct their futures, Japan has to create an inclusive educational policy that nurtures feelings of inclusion and potential among immigrants.
(Robert Sakai-Irvine, staff writer for The Mainichi)
by admin | Apr 1, 2025 | education, education reform, educational systems, healthcare and medicine, politics
● Looks for education that frees the mind, rather than one that induces fear
At the weekend, Senator Opeyemi Bamidele, who leads the Senate, called upon federal, state, and local governments, along with corporations and philanthropists, to significantly increase their investment in education. He argued this would foster the creation of future global billionaires and renowned brands.
Bamidele, who represents Ekiti Central, pointed out how both established and developing countries across Asia, Europe, and North America utilized education as an effective means for socioeconomic change to achieve their respective goals.
Following the conferment of an honorary Doctor of Laws degree upon him during the 29th convocation ceremony of Ekiti State University, which took place over the weekend on the university’s main campus in Ado Ekiti, he proceeded to make those calls.
Yesterday, Bamidele was honored along with Chairman of the Federal Inland Revenue Service, Dr. Zacch Adedeji, and the Chairman of the Governing Board of the Bank of Industry, Dr. Mansur Muhtar. This brings the total number of honorary doctorates Bamidele has been awarded to three, spanning from January 2003 through March 2025.
During his speech at the convocation, Bamidele highlighted the importance of education in driving the socioeconomic progress of countries across the globe. He believes this educational advancement is crucial for achieving developmental objectives and overcoming severe challenges.
He particularly noted: “By quality education, I refer to an educational experience that frees the mind; one which significantly reshapes entire generations and provides access to countless opportunities in every field.”
In this light, education serves as an invaluable resource that both advanced and rising nations across the globe have utilized to reach their current position. We, as a society, also possess this same instrument in our quest for national ambitions.
Bamidele emphasized that achieving substantial socio-economic progress in every sector necessitates “not just fostering a conducive atmosphere, but also ensuring high competitiveness so our country can stand out on the global stage.”
It also requires intentional public investment in our youth, and we must take action immediately. Undoubtedly, this necessitates consistent and strategic backing from various private sectors that generate global brands and billionaires.
This is the proven framework that yielded successful individuals such as Elon Musk, who leads both SpaceX and Tesla; Jeff Bezos, founder of Amazon Inc.; Mark Zuckerberg, co-creator of Facebook and Instagram; Larry Page, CEO at Google; Warren Buffett, chairman of Berkshire Hathaway Inc., among numerous others.
It’s now time for us all to utilize the power of high-quality education to create our own global billionaires and brands. However, this can’t be achieved through mere luck or coincidence, but rather through meticulous planning and relentless execution of these strategies.
“We might fail to reach our goals unless we reassess our national priorities and significantly invest in human capital. Fundamentally, education that frees minds is the sole solution to achieving our aspirations. The sooner we begin investing more effectively in our citizens, the better off we will be as a union,” he stated.
Consequently, Bamidele urged both public and private entities to revisit their approaches; contemplate this message and reaffirm our commitment to invest more substantially in individuals. This sentiment ought to be a crucial aspect of the key lessons we draw from this historic assembly.
During his speech, University Vice-Chancellor Prof. Ayodele Joseph listed several initiatives spearheaded by Bamidele for the institution. These included building accommodations specifically for medical students—both male and female dormitories—as well as constructing a small sports stadium and an FM radio station.
Ayoadele also highlighted several significant contributions made by the university’s alumni over the past year via targeted connections and interventions, pointing out various initiatives that the senate leader helped facilitate for the benefit of the university community.
He expanded Bamidele’s contributions to encompass facilitating the building of separate hostels for male and female medical students, constructing a small sports complex within the campus grounds, and also organizing the donation of an FM radio station from Senator Bamidele.
The vice chancellor additionally pointed out that the institution’s success could be attributed to an increase in the monthly subsidy for the university, which was raised from ₦260 million to ₦410 million per month.
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by admin | Mar 30, 2025 | business, educational systems, investing, technology, youth
ABUJA
– A learning area spanning 25 square meters, fitted with cutting-edge digital equipment, has been inaugurated.
As part of the BeMINT_Nigeria initiative, hands-on IT training and entrepreneurial skill development are provided to high school graduates in Lagos. This 12-week comprehensive program emphasizes female involvement and aims to create economic opportunities for 400 young people (ages 18 to 24) from underprivileged backgrounds.
BeMINT (where MINT stands for STEM in German: Mathematics, Information Technology, Science, and Technology) receives support from the German Federal Ministry for Economic Cooperation and Development (BMZ) and is executed by the globally active foundation Siemens Stiftung along with the Nigerian non-governmental organization Empowering Africans through Education Initiative (EAE).
This three-year program combines training and internships to provide school leavers with essential practical and digital skills needed for success in the 21st-century world marked by rapid technological progress and digitization.
“The digital revolution has reshaped societies and economies but has also exacerbated gender and social disparities. According to the United Nations, women make up just 22% of roles in science, technology, engineering, and math fields. BeMINT_Nigeria aims to address this imbalance by promoting female involvement and improving access to digital education for young people from underprivileged areas. This participant-focused initiative promotes equitable economic engagement and equips Nigeria’s future leaders with essential 21st-century competencies,” explains Dr. Nina Smidt, who serves as the CEO and spokesperson for Siemens Stiftung.
The core of this initiative revolves around the newly established makerspace, which serves as a central location for educational growth and community involvement. This space grants participants convenient access to 3D technology, tools, and materials, enabling them to bring their preliminary concepts and models to life. Moreover, individuals have complimentary use of “Siemens Hours of Engineering,” a cloud-based platform provided by Siemens Digital Industries. This tool offers an accessible entry into computer-aided design and fosters problem-solving skills.
During the launch event, the German Consul General in Lagos, Mr. Weert Börner stated, “InVESTMENTS IN DIGITAL EDUCATION ARE CRUCIAL FOR ECONOMIC TRANSFORMATION. By developing digital infrastructure AND enhancing educational opportunities THAT WIDEN THE CAREER PATHS available to young Nigerians—particularly young women—we can foster more robust collaboration between Nigeria and Germany. Given that 70 percent OF THE COUNTRY’S POPULATION IS UNDER 35 YEARS OLD, this demographic offers an unparalleled foundation upon which TO GROW NIGERIA’S DIGITAL SECTOR.”
In the coming few years, nine groups with 45 participants each will be exposed to three key areas: Information Technology, career guidance, and business startup skills.
Every participant gets extensive interdisciplinary training, obtaining hands-on experience with digital platforms as well as acquiring knowledge about AI tools to boost their competitive edge in the job market.
We are expanding upon the achievements of the project’s initial stage, which commenced in 2022. This phase has cultivated graduates who are both skilled and assured, many of whom are currently employed at prestigious international firms such as Google and Microsoft, alongside various small and medium-sized enterprises in Nigeria.
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by admin | Mar 28, 2025 | education, educational systems, higher education, news, politics and government
Harvard University
Made history during the 2023-24 academic year by launching its inaugural Tagalog course, whereas Yale University plans to introduce its own Tagalog program beginning in September 2025.
Meanwhile, Filipino students at
Princeton University
are also advocating for a Tagalog language course at their school.
Filipino students at Brown University are similarly advocating for increased representation by pushing for the introduction of a Tagalog language course, underscoring the rising interest in Southeast Asian studies among the student body.
In early February, the Filipino Alliance initiated a petition to push for the inclusion of structured Tagalog classes, signaling another attempt after their earlier initiative in 2022 which received minimal interest.
According to a
digital report
From the Brown Daily Herald, the most recent petition has already garnered significant backing, accumulating more than 800 signatures. Among these supporters are approximately 200 people who have expressed their willingness to offer testimonies endorsing the program.
After observing increased enthusiasm during the Ivy League Filipino Conference in November, the alliance restarted the initiative.
The initiative for a Tagalog program is part of wider efforts to increase Filipino presence in higher education. Despite Tagalog being the fourth most widely spoken language in the U.S., it isn’t included among the over 25 languages presently available at Brown University.
Due to the absence of structured lessons, several students have initiated Group Independent Study Projects (GISPs) as an alternative method to explore and connect with Filipino culture and language.
Student leaders think that making a Tagalog program official could be a strong move towards inclusion.
Brown University isn’t alone among Ivy League schools in acknowledging the importance of Tagalog. As more students at Brown join this trend, the increasing request for Tagalog classes underscores a wider plea for enhanced visibility of Filipinos in top-tier universities through better educational opportunities.
This student movement highlights an increasing recognition of the significance of safeguarding and advancing the Filipino language and heritage, particularly within educational environments where Southeast Asian studies have historically been overlooked.
by admin | Mar 24, 2025 | education, educational systems, gender, schools, social issues
Given my roles as an educator for high school students, a scholar in educational psychology, a mentor with certification in mental health counseling, a leader of a school club, a resident of Morocco, and a parent, I feel compelled to address the concerning trend of many male students showing little interest in their studies.
Furthermore, I urge those in leadership positions to address this aggravating problem. The primary concern for most male students—which I emphasize does not imply all—is focusing intently on their studies and establishing goals aligned with the school curriculum.
The time has come for us to examine this trend, as it continues to permeate every facet of our lives, including professional roles. This shift is evident in societal attitudes, with women increasingly at the forefront. It’s undeniable that female students are surpassing their male counterparts both academically across multiple disciplines and socially through varied engagements. Young females demonstrate greater engagement in educational settings and additional activities outside class (although it should be noted that not all girls have ideal learning conditions).
According to various data points, girls outperformed boys in subjects like literature and advanced courses over the last three years. Certain reports suggest that the disparity between genders in proficiency levels for both Arabic and French has widened recently; specifically, 68% of girls view reading as an interest versus just 54% of boys. Moreover, at the tertiary level, women dominate: from 2017 to 2022, 60% of enrolled college students were female, whereas men constituted merely 28%. Additionally, current information indicates that a greater proportion of females successfully cleared competitive examinations compared to their male counterparts.
To make something clear, the dedication and effort put forth by young women is a matter of great pride for all Moroccans. We—as a nation, encompassing both genders—need to continue supporting our female students and encouraging their progress. However, I also aim to bring awareness to the challenges faced by male students with regard to our Ministry and policymakers. The elevated position of females within society should not be seen as responsible for boys dropping out of school-related activities or pursuing interests beyond academics.
It’s evident that women are putting in tremendous effort to achieve prestigious positions across various domains. Their success can be attributed both to their unwavering resolve and to broader social transformations. In Morocco, policies tend to favor empowering girls over boys. Women have indeed gained considerable support through incentive schemes in sectors like education, economics, community development, and political participation. The “Plan for Gender Equity 2017-2030” encompasses measures designed to assist girls throughout their academic journey and foster equal opportunity between genders. Additionally, the government has initiated the “National Initiative for Educating Girls in Rural Zones,” which seeks to enhance schooling prospects for young ladies in remote regions by constructing nearby facilities and providing financial aid. Informal projects like “DigiGirlz” also strive to bolster female engagement in STEM disciplines. Nonetheless, overlooking the needs of boy students represents a substantial misstep.
The success of these previously mentioned initiatives is commendable and commands our admiration. We, as educators, deeply appreciate the work aimed at assisting numerous young women with their academic pursuits. Nevertheless, we should pose some queries: Shouldn’t boys also be entitled to motivational programs? Is there sufficient awareness among them about their futures? In essence, aren’t they youngsters who require guidance to navigate through life’s myriad temptations?
Many boys dedicate significant time to playing football, watching matches, socializing, and similar activities. Additionally, they tend to invest more hours into gaming at their homes. Parents find this behavior tolerable due to prevailing cultural norms that grant greater liberty to boy children relative to girl children, who frequently assist with household chores and focus heavily on academic pursuits.
Conversely, certain male students today think that schools are obsolete and fail to keep up with technological progress and market demands worldwide. They perceive that schooling doesn’t ensure a better future, considering how many individuals holding BAs or MAs remain jobless. Furthermore, numerous instances of self-made successes can be found across various social platforms, showcasing figures who either avoided formal education entirely or left school prematurely.
Furthermore, boys tend to be more swayed by superficial influencers who employ youthful vernacular that offers fleeting comfort. Additionally, many believe they can achieve quick financial gains at a young age without having to endure prolonged periods in educational institutions. Such factors, along with others, lead to diminished engagement and enthusiasm among male students toward their academic pursuits.
On the contrary, girls are more engaged with schooling as they aspire to achieve financial and social independence. They have grown weary of being seen as a drain on men. This empowerment has made them more conscious of both their present circumstances and future prospects.
Who should be held accountable? No single entity bears responsibility for male students’ negligence; however, we collectively bear culpability if we do not strive to implement strategies aimed at motivating them. It is essential to demonstrate that both personal and societal progress towards success hinges upon the strength of our educational systems. As Nelson Mandela once stated, “Education is the most potent tool with which we can transform the world.” Other instances of triumph around the globe remain mere anomalies.
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Opinion: Why Are Male Students Lagging Behind?
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by admin | Mar 24, 2025 | education, educational systems, incident, news, schools
On Sunday, a blaze ignited by a thunderstorm devastated a school structure at Saint Peter’s Primary School in Igbemo Ekiti, completely destroying five classroom blocks.
During a heavy rainstorm that lasted for more than an hour, the event compelled educators to move students to a neighboring institution, the AUD Pilot Nursery and Primary School, so they could carry on with their studies.
On Monday, Governor Biodun Oyebanji, who was represented by Deputy Governor Monisade Afuye, toured the location and guaranteed that the administration would swiftly reconstruct the building.
Oyebanji stated, “The demolished structure will be reconstructed in time so that both students and educators can feel relieved following the fire incident.”
I feel disheartened about this fire that occurred due to an enigmatic lightning strike. Even though the building has been destroyed, we are relieved that nobody was injured since the students and staff were away at their homes.
What caught my attention most was how quickly you transferred the students to a close-by school. This demonstrated the dedication of the State Universal Basic Education Board towards the educational development of these students and highlighted the importance of ensuring they remain competitive with peers from other institutions.
“We are assuring you that the structure shall be rebuilt back to normal shape so that the pupils and teachers can return to their original school in no distant time.”
In the meantime, following complaints from educators regarding unsanitary behaviors, the governor instructed to halt open defecation and waste disposal at the AUD Pilot School grounds.
The Education Secretary of Irepodun/Ifelodun Local Government, Mrs Adesola George-Ojo, emphasized the importance of finishing the school’s boundary fence to avoid additional environmental risks.
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