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.
①Curriculum development for
fostering global citizens through systematic cross-curricular theme-based
research projects
② 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 ③ 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 |
Theme-based |
Theme-based |
Cultivate Research Literacy |
Find Tasks→Research
Reports→Presentations |
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Subjects |
- |
‘ESD’ as a school designed subject |
Reform of Geography and |
|
‘International |
High level of English
Education/Cultivate International Education/ |
|||||
Basics |
Fulfilling |
Advancing |
|||
Global |
Global Leader Seminars |
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- |
International Exchange Programs (Domestic) |
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- |
International Exchange Programs (Overseas) |
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Collaboration |
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.