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Concept

KUSS SGH Concept

Development of “Global Career Person-Kobe Model”
Aiming to Propose Solutions for Global Security

3 characteristic core values, as a National Affiliated School and UNESCO School
Development and practice of “Global Career Person-Kobe Model”


①A systematic cross-curricular program for developing global citizens through theme-based research projects
②Implementation of overwhelming domestic and international Global Action Program
③Sound research supporting educational practices by collaborating with Kobe University


SGH Concept Map


Principal Hirotsugu Fujita

Our school’s educational goal is to cultivate the students’ capacity to become global leaders (defined as “global career person”) who have a strong ability to position him or herself in the world and can understand cultural differences, to take action and make international relationships in a cooperative manner”.

 In the present global society, especially in East Asia and Europe, problems such as nuclear testing and terrorism are becoming serious. In order to solve these problems, it is necessary to realize “Global Security”. In our school’s SGH program, we have outlined three core plans as detailed below to comprehensively cultivate each student’s “Global Career Power” and propagate “Global Security” around the world from the student’s point of view.

Curriculum development for fostering global citizens through systematic cross-curricular theme-based research projects

The implementation of an overwhelming variety and number of domestic and international Global Action Programs

③ Encouraging collaboration with Kobe University for sound research to support educational practices

Our SGH program objective is to “cultivate human resources that can discover and research global issues and can propose a better solution for those issues”. We call this “The Global Career Person-Kobe Model. For our second SGH designated year 2016, we will place great importance on and make an effort to organically cooperate with Kobe University.

6-year Consistent SGH Educational Program

Our School is conducting the SGH program in a 6-year educational program by utilizing the merits of the secondary education system.

1st and 2nd grade

3rd grade

4th grade

5th grade

6th grade

Kobe Projects

Research introduction

 

Research Nara and Kobe from a local point of view

Studies for theme-based research

Theme-based
Research I

Theme-based
Research II

Theme-based
Research III

Cultivate Research Literacy
How to communicate, Math and Science Research, Life and Environment, Global Citizenship

Find Tasks→Research Reports→Presentations
Define the areas of research and choose courses from 4 options

Subjects

‘ESD’ as a school designed subject

Reform of Geography and
History

 

‘International
Understanding’ as a school designed subject

High level of English Education/Cultivate International Education/
UNESCO
ASPnet Programs

Basics

Fulfilling

Advancing

Global
Action
Programs

Global Leader Seminars

International Exchange Programs (Domestic)

International Exchange Programs (Overseas)

Collaboration
 with
University

Global Action Programs/Theme-based research projects/Support for the SGH Research Studies

Research in Collaboration with Kobe University

 

Theme-based Research

The SGH program prioritizes theme-based research as a key to cultivate global citizens and pursues this proactively. All of our students work on this research project during the Period for Integrated Study named “Kobe Port Intelligent Project (Kobe Pro)” at school, and they are required to compile a research paper and give a presentation.

 

Details of Theme-based Research Project

Overall Theme “Calling for ‘Global Security’ from Kobe to the World”

“Earthquake Disaster Reconstruction and Risk Management”

“The International City ‘Kobe’ and World Culture”

“Proposal: Change International Conflict to Peace and Collaboration”

“Global Science and ‘Kobe’ as a Regional Core City”

Methodological Approach, Verification and Evaluation

“Theme-based Research”

In the lessons of Theme-based research I, students will work in groups and cultivate their basic research skills. In theme-based research II and III lessons, students will research their theme individually, and prepare their thesis including an English summary, and will make a presentation of their research. Through these activities, students will deepen their understanding regarding global security.

We improve more of the students’ research abilities, and communicate with students from home and abroad and guide them to hold workshops and forums to present their research results.

School-designed Subjects to Support the Theme-based Research

In order to perform students’ theme-based research at a higher level, our school provides “International Understanding” and “ESD (Education for Sustainable Development)” as school-designed subjects in our school curriculum.

Subjects of Theme-based Research (Examples)

“Earthquake Disaster Reconstruction”

Change in Students’ Awareness through Exchange Programs Themed on Disaster, Reduction and Reconstruction between Schools Located in Earthquake Disaster Affected Areas

Development and Trial of Disaster Reduction Card Game Kobe Version and Assessment of Its Educational Effect

Method of Preserving Disaster Remains in Great East Japan Earthquake and Its Utilization

 “International City ‘Kobe’ and World Culture”

Japanese Classical Dance Elements and its Influence through Takarazuka Revue’s “New Tale of Genji

Implementation of Ukiyoe Project Lessons in Mandatory Education: Aiming at Promotion of Traditional Culture Education for the Global Society

Method of Integrating Art Therapy in Art Lessons for Secondary School Level

 “Change International Conflict to Peace and Collaboration”

What Should Japan Do to Become a Permanent Member of the United Nations Security Council?

The Rapidly Increasing Numbers of Syrian Refugees in the EU and Proposals for a New Medical Organization and Considerations regarding the Future Trends of the EU

What can NPO’s do to Improve Education in Cambodia?

 “Global Science and ‘Kobe’ as a Regional Core City”

Regarding an Aspect of Local Education in Geoparks: Its Effects and Tendency, Taking Examples from High School Students in Iwami-cho,Tottori Prefecture

Experimental Data Analysis on Energy Efficiency in Differences of Fish Tail Shape

Influence of Changes in the Growing Environment on Shades of Petal Colors

Influence of ‘Rokko Oroshi*’ on Kobe City’s Winter Temperature Distribution

Note: Rokko Oroshi is the seasonal cold wind that blows down from Mt. Rokko.

 

Summaries of Theme-based Research (by 6 grade students)

Usability of Unused Wood by Using Low Pressure Type Woodchip Concrete as a Construction Material

Japan is blessed with rich forests so a large amount of lumber is being produced from thinning. That causes devastation of forests since thinned wood remain and thinning is not done continuously. This study shows the usability of woodchip concrete as a construction material and suggests an effective use of such unused wood materials.

In this study, the test specimens of woodchip concrete materials were created by mixing two different sizes (middle sized and small sized) of woodchip, (Chip M and Chip S, hereafter) with gravel, sand and cement and drying them in a mold. For comparison, concrete materials without other additives (Standard, hereafter) was also made and their density and strength were measured after 3, 7 and 28 days.

A manual single shaft compressor S-234 was used to compress the test specimens and data of changes in compressive strength was recorded by measuring the maximum cubic volume before they broke down.

  As for ratio of density (Day 28/Day 3), the Standard was 0.999, Chip M was 0.989 and Chip S was 0.965. Their average rate of increase in strength after 28 days of curing [N/(mm2 day) were 0.623 (Standard), 0.5125 (Chip M) and 0.464 (Chip S) and their final strength [N/mm2] were 36.433 (Standard), 31.106 (Chip M) and 25.069 (Chip S).

  Seen from the point of the national standard of durability design, Chip M met the highest level of planned durable period and even Chip S cleared the normal criteria. There were no significant difference in changes of strength, and final strength thus the feasibility of woodchip concrete was suggested.

The remaining challenge is to verify the durability against corrosion that is inherent due to defects in the woodchip.

 

How Political Education can Increase the Voting Rate of Young People: Effects of the Informational Stimuli through a Mock Election

Nowadays the voting rate of Japanese young people is very low and it is a serious problem in Japan. At an Upper House election in July, 2016, the voter’s age was lowered to 18, so high school students would be able to vote. As of this moment, there is no political education for voters at the high school level.

This research is to investigate the relevancy of information stimuli upon voting behavior and propose effective political education in order to increase the voting rate of young people. 500 students were tested by the political informational stimuli and a benefit stimuli. A mock election was conducted and its voting rate was examined. An attitude survey about politics was also conducted and relations between its result and voting behavior in the mock election were analyzed. The result shows that the voting rate of those who were shown the “comparison table of political parties” was higher than that of those who took a “political party affinity diagnostic test’ as political information stimuli and the voting rate was also higher when the students were offered a gift. Furthermore, the large number of students who voted in the election answered in the survey that “lessons of current topics were the most impressive lessons about politics”

In conclusion, (1) conducting lessons where the students get interested in current topics, (2) having the students think on their own without teachers giving them a conclusion and (3) presenting pluralistic information rather than a limited source of information, increases the voting rate.

For future consideration, research about the relationship between information stimuli and voting behavior should be examined in the actual setting of an election.

 

Support from Kobe University SGH programs are receiving great support from Kobe University.

1)    Support for the Theme-based Research Projects

For the Theme-based research project, graduate students at Kobe University support KUSS students. If the students’ research has high potential, university teachers will instruct them. To cultivate “Research Literacy”, we have guidance lectures from Associate Professor; Hajimu Hayashi, Kobe University Graduate School of Human Development and Environment.

2)    Participation in University Courses

Our students are accepted to participate in “Courses in Collaboration with the University”, “Relay Lectures”, and “Global Action Programs” in each faculty. Leaders from Industry, Officials, and Politics will have an omnibus of lectures in the “Relay Lectures”, and this provides ideas for the students’ project studies.

3)    Support for International Education

We focus on international education such as workshops with foreign students at Kobe University. Especially, we cooperate with Dr. Keiichi Ogawa, of the Graduate School of International Cooperation Studies (GSICS), Kobe University, to have workshops with international organizations on a regular basis such as JICA, the World Bank, and UNESCO. Interaction with JICA trainees will bring us a deeper knowledge and understanding of developing countries.

4)    SGH Validation System

To have the validation system of SGH, would be one of the merits of being a university affiliated school. Professor; Shinichiro Ishikawa, of the Communication Center at the Institute for Promotion of Higher Education and the Graduate School of Intercultural Studies, Kobe University, has been instructing us how to consciously survey the development of students as “Global Career People”, and how to analyze and validate the concept through a text-mining approach. This data would help to improve our SGH programs.

 

A message from Kobe University Vice President, Seiichi Fujita

For Kobe University, it was happy news to hear that Kobe University Secondary School was assigned as a SGH. We were involved with KUSS in various ways such as “Kobe University Day”, lectures, and providing guidance for the student’s reports. We are looking forward to cooperating with our affiliated school on the “Global Action Programs”. Kobe University’s educational vision is "Toward Global Excellence in Research and Education". We are pleased to help anytime for the SGH programs by providing our knowledge of the humanities and sciences.


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