| Project/Area Number |
19K23302
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| Research Category |
Grant-in-Aid for Research Activity Start-up
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| Allocation Type | Multi-year Fund |
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| Review Section |
:Education and related fields
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| Research Institution | Kansai Gaidai University |
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Principal Investigator |
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| Project Period (FY) |
2019-08-30 – 2023-03-31
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| Project Status |
Completed (Fiscal Year 2022)
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| Budget Amount *help |
¥2,860,000 (Direct Cost: ¥2,200,000、Indirect Cost: ¥660,000)
Fiscal Year 2020: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2019: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | Japanese School / Peruvian Education / Peruvian Citizen / Recycling / Cleaning / Volunteer / Tokkatsu / Local Community / Japanese school / Japanese project / Peruvian education / Peruvian citizens / Local community / recycling / cleaning / project / Peruvian citizen / local community / volunteer / Latin America / Japanese citizen / Peruvian school / Nikkei / Education / Citizenship / School cleaning / Peru-Japan |
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| Outline of Research at the Start |
Inconsistency between the curriculum and the practice of citizenship formation does not show the expected results in Peru. One of the problems in Peruvian educational system is to find an adequate program that can be applicated in all the region with low cost.The purpose of this study is to linkage curriculum and practice in citizenship formation to improve the citizenship education of Peruvians and Nikkei Peruvians in Peru. Peruvian citizen needs to improve their education system from the experience of other developed and organized society like Japan.
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| Outline of Final Research Achievements |
This study consists of two phases. In the first phase, non-cognitive activities (Kakari, Osoji, and Recycling) were extracted from Japanese society and arranged so that they could be implemented by students, their families, and communities in Peru. In the second phase, the above activities were implemented in Peruvian public schools. The results demonstrated that the activities promoted student autonomy, fostered leadership and decision-making skills, and furthermore, increased cohesion among members of the family and teachers, and promoted students' willingness to practice non-cognitive activities. In Latin America, a developing country, there are no such Japanese-style special activities (Tokkatsu). This project allowed the first Japanese-style educational activities (Tokkatsu) to be initiated in Latin America.
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| Academic Significance and Societal Importance of the Research Achievements |
教育上の成功は、多くの場合、社会感情的スキルの発達ではなく、成績や科目の知識と関連付けられています。しかし、日本では認知学習と非認知学習を、総合的な教育カリキュラムの中に、特別活動（特活）として組み込んでいる。現在のところ、中南米ではこのような日本式の特別活動は無い。本研究によって、日本式特別活動の内容を、中南米で初めて、ペルーにおいて実践することができ、それを今後、長期間継続させることによって、生徒自身や家族、彼らが住んでいる地域、ひいては、中南米社会全体において、市民的資質の大幅な向上が期待できる。
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