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5.Nurturing Leadership In Students Through Home Economics Education Noriko Watase
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5.Nurturing Leadership In Students Through Home Economics Education Noriko Watase


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  • 1. Noriko Watase (Iwate Univ.) Nurturing Leadership in Students’ through Home Economics Education -Analysis of the Revised Home Economics Curriculum in Japan-
  • 2.
    •   1 .“What skills do students need to be successful in Life?”
    • (2002-03, British Columbia Ministry of Education)
    • ⇒ performance-based learning
    •   2. Definition and Selection of Competencies (DeSeCo) project,OECD
    •   “ Key Competencies “
    • interactive use of tools
    • interaction among heterogeneous groups
    • autonomous actions
    What skills and competencies are needed?
  • 3. The aim of the current curriculum is
    • to enable students ‘ to learn, think, and act for themselves as well as develop their problem-solving skills  ’
    • ( the Ministry of Education, Culture, Sports, Science and Technology : MEXT)
  • 4.
    • Announced in2009
    • ⇒ 2013
    Revision of “ Course of Study”(=national curriculum standard) Announced in2008 ⇒ 2012    Announced in2008 ⇒ 2011 Senior High school Junior High school Elementary school ( Grade1-6) Grade12 Grade11 Grade10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5
  • 5.
    • The vision of FCS education
    • FCS education empowers individual and families across the life span to manage the challenges of living and working in a diverse global society.
    • The mission of FCS education
    • To prepare students for family life, work life, and careers in FCS education by providing opportunities to develop the knowledge, skills, attitudes, and behaviors needed for
    • ・ using critical and creative thinking skills to address problems in diverse family , community, and work environments.
    Revision of National Standards for FCS
  • 6.
    •   1. H ome economics/FCS textbooks that pertain to leadership development. (FHJ/FCCLA)
    • 2. Contents of the new home economics national standard (Course of Study)
    • 3.Comparisons between Japan ’ s  revised Course of Study (in home economics) and the revised U.S. National Standards for FCS
    The aim of presentation Characteristics of the new home economics curriculum in Japan⇒to share common issues facing home economics education.
  • 7. What is ‘ leadership ’ ? — Depictions in home economics/FCS textbooks
    • ↑ FCS/home economics textbooks    ↓ KATEI-SOGO(comprehensive home economics) textbooks
    2007 2007 2006 1998 2000
  • 8. What is ‘ leadership ’ ? — Depictions in home economics/FCS textbooks
    • skills necessary to be a leader
    • ・ management skills
    • ・ motivational skills
    • ・ communication skills
    • ・ problem-solving skills
  • 9.   Styles of Leadership(Creative Living Skills,2006:248) STYLE CHARACTERISTICS ADVANTAGES DISADVANTAGES Authoritarian Leader makes decisions using his or her own judgment. The team process is efficient and orderly. Ideas and experiences of team members are not utilized. Democratic Decisions are made by the majority. Everyone is welcome to contribute. Team process is inefficient. Integrated Leader emphasizes maintaining group harmony. Decisions are more likely to be based on consensus. Team-building process is time-consuming. Laissez-faire Leader takes a “hands-off” approach. Leaders may emerge from the group. Team process lacks organization and is inefficient.
  • 10.  
    FCCLA and FHJ(Future Homemakers of Japan) 1953 FHJ (Future Homemakers of Japan) For senior high school students For secondary school students 1945 FHA (Future Homemakers of America)    1971 FHA/HERO (Home Economics Related Occupations)    1999 FCCLA ( Family, Career and Community Leaders   of   America)                                
  • 11. Leadership in FCCLA
    • Participating in an organization is an ideal way for people to develop leadership skills. For more than 50 years, the organization now known as Family, Career, and Community Leaders of America (FCCLA) has allowed students to do just that. FCCLA helps students who are interested in careers in family and consumer sciences. Participating in the group allows teens to build job skills   by taking leadership roles .
    • Becoming a leader in organizations such as FCCLA provides valuable experience. Interviewing with the nominated committee is good preparation.
    • (Creative Living Skills, 2006:249)  
  • 12. Apply home economics lessons to FHJ activities!  
    • You ’ ve learned of many family/home life matters in home economics classes, and so you should be able to live more independently as a person. Managing your lifestyle on your own is valuable for becoming independent . FHJ activity is conducted by a group unit with the aim of pursuing a better quality of   life in your school and community. The recycling movement extends the vision of the issues from the individual to the community level which makes us to come closer to resolving the issues.
    • (Katei-Sogo Building Tomorrow Lives, 2007:234 – 235)    
  • 13. Apply home economics lessons to FHJ activities!  
    • FHJ activities involve not only implementing what you ’ ve learned in home economics classes at home but also seeking to improve local communities ’ standard of living so that individuals can manage tasks in their daily life   . In school settings, you can build a cooperative system with many people, such as ‘ Seito-Kai (student-body activity) ’ , to encourage FHJ activities. You can work on issues (environmental problems, care for the elderly, and international exchanges) with a broader perspective in order to improve current situations. (Katei-Sogo, 2007:243)
  • 14. National Leadership Meeting ( Teen Times,1956 )
  • 15. FCCLA’s National Projects
  • 16. National Leadership Meeting ( FHJ,2002 ) 1960 First national leadership meeting in FHJ 1996
  • 17. Direction of the new national standards in the U.S. and Japan  
    • Features of FCS National Standard
  • 18.
    • Content Framework
    Components of national standards for FCS Process Framework Comprehensive Standard Competence Content Standard Process Questions Framework Types of Action Technical Inter-pretive Reflective Thinking communication Leadership ゚ Management
  • 19. Direction set by the new Japanese curriculum standards(Course of Study) ☆ ( Choose one of these↓ ) ・ Basic Home Economics ( 70Hrs.) ・ Comprehensive Home Economics ( 140Hrs.)  ・ Life Design ( 140Hr s .) Technology & Home Economics ( *2subjects total number of hours) Home   Economics Senior High school Junior High school Elementary school Name of the subjects Grade12 Grade11 ☆ Grade10 Grade 9   (35*Hrs.) Grade 8   (70*Hrs.) Grade 7   (70*Hrs.) Grade 6   (60Hrs.) Grade 5   (55Hrs.)
  • 20. Through practical and hands-on activities relating to food, housing, and clothing, the teacher will impart basic, necessary knowledge and skills for the daily life by nurturing and helping students develop practical attitudes toward exploring lifestyles with their families.   To impart fundamental and necessary knowledge and skills for use in the   daily life, the teacher will instruct students to increase their understanding of the relationship between life and technology and develop creative and practical attitudes toward actively exploring lifestyles.   Junior High school Objectives Specified in the Course of Study for Home Economics in Elementary School
  • 21.
    • The teacher will instruct students to comprehensively understand lifelong human development and lifestyle   management and identify the meaning of family, family life, and society. Further, the teacher will assist students in obtaining the necessary knowledge and skills for living proactively and developing skills and practical attitudes to create a family life and community life in an environment of cooperation between the genders.
    Objectives Specified in the Course of Study for Home Economics in Senior High school
  • 22. Relations among three school stages with the present course of study (Ueno,2004)
  • 23.   Contents of the revised home economics curriculum
    • Family Life and
    • Family
    Elementary Junior Senior School(2008) High School (2008) High School   (2009) B. The Basics of Daily Meals and Cooking C. Comfortable Clothing and Housing D. Consumer Skills and Environment
    • Family and
    • Child Development
    1. Human Life, Family, and Well-being B. Independent Living and Dietary Life 5. Life Planning C. Independent Living and Clothing/Housing D. Consumer Skills and Environment 4. Life sciences and Environment   2.Relations with Children and Senior Citizens   3.Life Planning and Consumption 6. Home Projects & FHJ Problem-solving activities (elective course)
  • 24. Recognition of Life Sciences(Knowledge) Awareness of the value of living Technical Skills for Life Problem-solving Skills Conceptual diagram of the structure of developing through home economics education (Nakama, 2004;4)
  • 25. Conclusion
    • ○ The characteristics of the new Course of Study for home economics in Japan are
    • ⇒ emphasis on students ’ moral development
    • ⇒ focus on the sequence in which lessons are taught
    • ⇒ focus on consumer skills and the environment preservation  
    • ○ The revised Japanese home economics curriculum lacks terms relating to leadership processes.