Orbis scholae je odborný recenzovaný časopis zaměřený na problematiku školního vzdělávání v jeho širších sociokulturních souvislostech. Cílem časopisu je přispět k porozumění školnímu vzdělávání a jeho rozvoji, k řešení problémů praxe a vzdělávací politiky.
ORBIS SCHOLAE, 1–13
What Does School Attendance Mean in Japanese Compulsory Education Schools? Analysing the National Annual Report
zveřejněno: 08. 03. 2023
School absenteeism in Japan has become a serious psychosocial issue over the past few decades. According to the national survey conducted annually by the Ministry of Education, Culture, Sports, Science and Technology − Japan (MEXT), the number of students with school attendance problems (futoko) in compulsory education schools has been the highest since the government introduced the current data collection format in 1991. All Japanese compulsory education schools collect data on attendance and absence each day. The obtained data in each school are collected by MEXT via local education boards, which are eventually reported as annual national data. However, in recent years, data classification and interpretation of school attendance and absenteeism have become more complicated, which may constitute a limiting factor for appropriate measures for school absenteeism in Japan. The current study showed the situation of school absenteeism in Japanese compulsory education schools using the annual data reported by MEXT, and it examined matters of data classification and interpretation. The author proposed that two main categories of attendance/absence be used, namely: (a) class attendance in mainstream schools, and (b) class nonattendance in mainstream schools.
klíčová slova: school absenteeism; Japanese compulsory education schools; school attendance; school attendance data
1. Agura, M. (2020). Factors affecting feelings of school avoidance in Japanese high school students: A longitudinal study of 10th to 12th graders. School Health, 16, 22−32. Chicago Public Schools Policy Manual. Elementary school promotion. (2009). https://powell.cps.edu/pdf/cps_policy_manual.pdf
2. Eklund, K., Burns, M. K., Oyen, K., DeMarchena, S., & McCollom, E. M. (2020). Addressing chronic absenteeism in schools: A meta-analysis of evidence-based interventions. School Psychology Review, 51, 95−111. CrossRef
3. Havik, T., & Ingul, J. M. (2021). Does homeschooling fit students with school attendance problems? Exploring teachers' experiences during COVID-19. Frontiers in Education, 6, Article 720014. CrossRef
4. Hazama, K., Hosaka, T., & Ogiso, H. (2011). How can school faculty members approach longterm absent students (and their guardians) with contact difficulties? Regarding legal stipulations. Bulletin of the Faculty of Education, Chiba University, 59, 13−19.
5. Heyne, D., Gren-Landell, M., Melvin, G., & Gentle-Genitty, C. (2019). Differentiation between school attendance problems: Why and how? Cognitive Behavioral Practice, 26, 8−34. CrossRef
6. Heyne, D., Strombeck, J., Alanko, K., Bergstrom, M., & Ulriksen, R. (2020). A scoping review of constructs measured following intervention for school refusal: Are we measuring up? Frontiers in Psychology, 11, Article 1744. CrossRef
7. Hong, E. R., Fujiwara, A., & Sonoyama, S. (2019). School refusal behavior in students with intellectual disabilities and comorbid disorders in Japan: A brief review. Journal of Special Education Research, 8, 31−40. CrossRef
8. Ichikawa, S. (1992). Distinctive features of Japanese education. Research in Higher Education, 21, 223−256.
9. Karuta. (2020). What are the characteristics of Japanese schools seen from overseas? Explain that there is a school unique to Japan! https://hajl.athuman.com/karuta/e/custom/000640.html?code=20039
10. Kearney, C. A., & Graczyk, P. (2020). A multidimensional, multi-tiered system of supports model to promote attendance and address school absenteeism. Clinical Child and Family Psychology Review, 23, 316−337. CrossRef
11. Kearney, C. A., & Graczyk, P. (2014). A response to intervention model to promote school attendance and decrease school absenteeism. Child and Youth Care Forum, 43, 1−25. CrossRef
12. Kobayashi, M. (2007). Futoko hangen keikaku no jissai to seika: Futoko mondai yobo no saizensen [The situation and effect of the project of reducing the number of non-attendance at school pupils by half: The front line of prevention of school attendance problems]. Journal of Kibi International University, Research Institute of Clinical Psychology, 4, 77−89.
13. Kurosaki, H. (2022). The education opportunity securing act as a group culture: Beyond rights and conflicts. Journal of Kobe Woman's University, 3, 85−95. CrossRef
14. Maeda, N., & Heyne, D. (2019). Rapid return for school refusal: A school-based approach applied with Japanese adolescents. Frontiers in Psychology, 10, Article 2862. CrossRef
15. Maeda, N., & Inoue, R. (2021). An approach for school counselors: Behavioral consultation with parents of youth with school attendance problems. Journal of Education and Training Studies, 9, 31−39. CrossRef
16. Matsuura, H., Iwasaka, H., Nezu, S., Ota, T., Okazaki, K., Yamamuro, K., Nakanishi, Y., Kishimoto, N., Iida, J., & Kishimoto, T. (2020). Influence of self-esteem and psychiatric diagnosis on health-related quality of life in children and adolescents with school refusal behavior. Neuropsychiatric Disease and Treatment, 16, 847−858. CrossRef
17. Ministry of Education, Culture, Sports, Science, and Technology − Japan. (2013). Systematic graphics of Japanese schools. https://www.mext.go.jp/b_menu/shingi/chukyo/chukyo3/045/siryo/__icsFiles/afieldfile/2012/03/19/1318730_6.pdf
18. Ministry of Education, Culture, Sports, Science, and Technology − Japan. (2014). Overview of compulsory education systems in each country. https://www.mext.go.jp/b_menu/shingi/chukyo/chukyo3/siryo/__icsFiles/afieldfile/2014/07/29/1265424_001.pdf
19. Ministry of Education, Culture, Sports, Science, and Technology − Japan. (2017). Government guidelines for education. https://www.mext.go.jp/component/a_menu/education/micro_detail/__icsFiles/afieldfile/2018/05/07/1384661_5_4.pdf
20. Ministry of Education, Culture, Sports, Science, and Technology − Japan. (2020). Research on issues over teacher guidance towards student's misbehaviour. https://www.mext.go.jp/content/20211008-mext_jidou01-100002753_01.pdf
21. Ministry of Education, Culture, Sports, Science, and Technology − Japan. (2021). Research on issues over teacher guidance towards student's misbehaviour. https://www.mext.go.jp/content/20211007-mxt_jidou01-100002753_1.pdf
22. Ministry of Education, Culture, Sports, Science, and Technology − Japan. (2021). The current state of upper secondary school education. https://www.mext.go.jp/a_menu/shotou/kaikaku/20210315-mxt_kouhou02-1.pdf
23. Ministry of Education, Culture, Sports, Science, and Technology − Japan. (2021). Vaccination against coronavirus for children. https://www.mext.go.jp/content/20210622-mxt_kouhou01-000004520_1.pdf
24. Nakahara, S., & Ito, T. (2008). Korehodomadeni futoko hikikomori wo umidasushakai toha nannanoka [Why society creates so many school refusers and Hikikomori]. Kitaoji-shobo.
25. Ochi, M., Kawabe, K., Ochi, S., Miyama, T., Horiuchi, F., & Ueno, S. (2020). School refusal and bullying in children with autism spectrum disorder. Child and Adolescent Psychiatry, 14. CrossRef
26. OECD. (2014). Are disadvantaged students more likely to repeat grades? PISA in Focus, 43. CrossRef
27. Ono, M. (2015). Nihon ni oite futoko jidoseito ga gensho shinai yoin ni kansuru ichi kosatsu: Jidoseito no kesseki riyubetsu oyobi ruiseki kesseki nissu gotono taio gaido rainan no teian [A study on the factors that contribute to the nonattendance of school children in Japan and proposals for countermeasures: Proposed guidelines for dealing with students by reason 13 of absence and by cumulative number of absences]. Sukuuru konpuraiansu kenkyu [Japanese Association for School Governance, Risk Management, and Compliance], 3, 56−67.
28. Saito, Y. (2003). Dissolving repetition and dropout in primary education: Japanese historical experience. Journal of International Cooperation in Education, 6, 43−54.
29. Sasaki, T. (2008). Grade acceleration and retention in the United States: What we need to know about their reality. Bulletin of Faculty of Education, Yamaguchi University, 58, 93−101.
30. Sasaki, T. (2017). Lessons for Japan's tolerant acceptance of school skipping from the U.S. attendance campaigns against absenteeism. Nishi Nippon Society for Educational Administration Research, 38, 11−18.
31. Shinohara, K., & Shojima, A. (2008). Seito shido to ho [Student guidance and laws]. In K. Shinohara (Ed.), Gakko no tame no hogaku [Laws for school: Toward the development of independent and cooperative school] (pp. 128-154). Minerva Shobo.
32. Suzuki, S. (2017). Unified examinations in educational systems. The Journal of Psychology and Education, Kanagawa University, 43, 89−106.
33. Yamasaki, K. (2022). School refusal (non-attendance at school): Problems and solutions. Research Bulletin of Naruto University of Education, 37, 30−45.
What Does School Attendance Mean in Japanese Compulsory Education Schools? Analysing the National Annual Report is licensed under a Creative Commons Attribution 4.0 International License.
230 x 157 mm
vychází: 3 x ročně
cena tištěného čísla: 150 Kč