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The combination of work and study has been hailed as crucial to ensure that youth develop the skills required on the labour market so that transitions from school to work are shorter and smoother. This paper fills an important gap in availability of internationally-comparable data. Using the 2012 Survey of Adult Skills (PIAAC), it draws a comprehensive picture of work and study in 23 countries/regions. Crucially, it decomposes the total share of working students by the context in which they work (VET [vocational education and training], apprenticeships or private arrangements) and assesses the link between field of study and students' work. The paper also assesses how the skills of students are used in the workplace compared to other workers and identifies the socio-demographic factors and the labour market institutions that increase the likelihood of work and study. Finally, while it is not possible to examine the relationship between work and study and future labour market outcomes at the individual level, some aggregate correlations are unveiled.

This publication outlines content, objectives, and evaluation procedures for a two week unit of study on modernization in Japan which can be used in high school social studies courses. The teacher must select and adapt the content of the course from six volumes published by the Association for Asian Studies. The volumes, which are not included in this publication, are comprised of 85 articles focusing on six themes: attitudes toward modernization, political development, economic development, social change, cultural change, and dilemmas of growth in prewar Japan. An outline cites the topics to be studied in the course and the corresponding articles which the teacher must read. For example, to acquire information on the topic of perspectives on modernization, the teacher must read the article "Changing Japanese Attitudes Toward Modernization." Although some of the articles in the six volumes may be appropriate for the advanced high school student, most are suitable for teacher use only. A bibliography of student materials is included in the unit. The teacher is expected to choose materials to use in the classroom from this list. No specific teaching strategies are recommended for the unit. Teachers must choose their own teaching strategies by reading sources cited in a bibliography on "Approaches." Tables match course content to specific objectives which are placed in the three domains of cognitive, affective, and social behavior. The unit discusses and contains tests and evaluation procedures. Bibliographies are also included on objectives and evaluation procedures. (Author/RM)

With just a few materials, building a paper model of the International Space Station (ISS) can become an excellent group, troop, or class project. This publication contains a brief overview of the ISS, its parts, the science that occurs on board, instructions, and extensions for an interdisciplinary technology experience. Discover more about the Station. Explore fun facts, simulate building the Station, and learn about the international partners. NASA hopes to whet users' appetites for more space exploration through these materials. Teams of students can take on the roles of international partners and/or engineers as they learn about and assemble portions of the model. Once each team briefs the group about their section of the model during a mock summit, then it's time to ensure "Assembly Complete." Also included is a worksheet with Web links (and an answer key) to help students process what they learn. The end result is an international, team-building experience to construct a 3-D paper model of the Station. With a bit of nylon fishing line or string, the model can hang suspended and seemingly float below the ceiling. Various links to multimedia experiences are included to extend the experience and further bring the Station to life. Students can visit the links to play a spacewalking simulation game, find out how to view the Station from their backyard, and see pictures of the inside of the Station using a program called Photosynth. [This document was created for the National Aeronautics and Space Administration by NASA Headquarters and Johnson Space Center.]

This paper discusses how Japanese teachers of English can help students acquire real oral communication skills by challenging and changing their teaching approaches, reflecting on their teaching styles, understanding the situation in their language classrooms, and taking steps to solve the problem of authentic oral communication. The paper explores how secondary level Japanese English teachers can help students learn real oral communication skills effectively by optimizing language learning conditions. Four sections focus on: (1) "Reflections on the Situation and Problems in My Class"; (2) "Optimum Language Learning Conditions" (exposure, use of language, motivation, and instruction); (3) "Solution: Task-Based Learning" (defining a task, how the task-based learning framework operates, how task-based learning optimizes four language learning conditions, a variety of task types provides rich opportunities and experiences, and acquiring communication strategies); and (4) "Conclusion" (teachers must help students improve not only accuracy but also true communicative abilities). A lesson plan, "Focus on Oral Communication," is appended. (Contains 17 references.) (SM)

Is the United States getting it wrong when it comes to educating tomorrow's innovators in critical fields? It has been known for years that the only way to compete globally in information technology, engineering, nanotechnology, robotics and other fields is to give students the best educational opportunities possible. But do individuals have a successful formula when it comes to science, technology, engineering and math (STEM) education? In this report, the authors challenge the nation's approach to STEM education and argue that reforms are urgently needed to better match the talents of students, the needs of employers, and its goals. (Contains 19 tables, 42 figures, and 623 endnotes.) [Funding for this paper was provided by the Intel Corporation. For "Refueling the U.S. Innovation Economy: Fresh Approaches to Science, Technology, Engineering and Mathematics (STEM) Education. Executive Summary," see ED521736.]

This paper discusses how to teach listening so that English-as-a-Second-Language students can develop a level of listening ability that is useful in the real world, not just in the classroom. It asserts that if teachers know the processes involved in listening comprehension and some features of spoken English, they can provide students with appropriate advice and effective listening practice. Three chapters focus on the following: (1) "The Current Situation of Teaching Listening in Japanese High Schools" (teaching listening in English classes and recognizing the need for improvement); (2) "The Listening Process for Comprehension and Some Features of Spoken English" (bottom-up and top-down processing, schema theory, reduced forms of spoken English, performance variables and redundancy, and rhetorical markers, and skills for listening); and (3) "Improved Approach" (basic skills for listening comprehension should be taught, schema-building activities should precede the listening activity, students should learn strategies for effective listening, students should listen to a variety of authentic materials, and post-listening strategies should be integrated with other skills, such as reading, writing, and speaking). (Contains 28 references.) (SM)

This paper discusses how to change English-as-a-Second-Language reading instruction within Japanese senior high schools into communication, or interaction between students and the text. It focuses on the use of top-down skills to increase reading comprehension, noting that Japanese teachers tend to naturally emphasize bottom-up skills and neglect top-down skills. Four chapters look at the following: (1) "The Present Situation of Teaching Reading at Senior High Schools in Japan"; (2) "The Fundamental Cause for the Present Problems" (emphasis on the bottom-up reading process model and limitations of this approach); (3) "Two Approaches Toward a 'New' Way of Teaching Reading" (skills and strategies approach and extensive reading approach); and (4) "Suggestions for Lesson Planning" (pre-reading activities, post-reading activities, and sustained silent reading.) Five appendixes contain previewing and post-reading sheets, graphic organizers, and a news article report. (Contains 19 references.) (SM)

This paper examines differences between approaches to instruction in Japanese and American classrooms and the need for individualized English instruction in Japan. Traditional classroom techniques in Japan have emphasized treating all students the same, whereas American techniques, especially since the 1970s, have placed a growing emphasis on individualized instruction. The expansion of computer technology into classrooms has contributed to the rise of computer-assisted individual instruction (CAII) in foreign language programs. CAII is especially well-suited for Japan, where secondary and college students studying English as a Second Language (ESL) have varied preparation and skill levels, perform only those tasks assigned by the instructor, and are resistent to studying English independently. The strengths and weakness of CAII are examined, and the facilities, materials, and personnel necessary for its implementation are discussed. Student evaluation methods are also addressed, and a trial use of CAII in a Japanese ESL classroom is reported. Contains 34 references. (MDM)

In 1986 the United States (U.S.)-Japan Seminar on Mathematical Problem Solving convened to compare the state of problem solving in the classroom and in research in the two countries. The data and results given in this paper are the results of research conducted in the United States in response to the 1986 seminar. The U.S. and Japanese research groups decided to collect problem solving data at the 4th, 6th, 8th, and 11th grade school levels. Problems were collected from a pool of problems submitted by both the United States and Japan. U.S. subjects were from at least two 4th-, 6th-, 8th-, and 11th-grade classes from large rural, small urban, and large urban schools in areas around Carbondale and Champaign/Urbana, Illinois; Pittsburgh, Pennsylvania; Gainesville, Florida; and Athens, Georgia. In addition to the problems, student questionnaires collected data on students' attitudes towards problem solving, their comparison of the problems to textbook problems, and their reactions to the problems. A teacher questionnaire collected information about the schools, teachers' views of their classes, their reactions to the problems, and their perceptions of how students worked on problems. These questionnaires are included in the appendix. Five research reports include the results for each of five problems developed for varying grade levels, as follows: (1) the "Marble Arrangement Problem" for grade 4 (researched by E. Silver, S. Leung, and J. Cai); (2) the "Matchsticks Problem" for U.S. students in grades 4 and 6 (M. Hart and K. Travers); (3) the "Marble Pattern Problem" for U.S. students in grades 6, 8, and 11 (K. Fouche and M. Kantowski); (4) the "Arithmogons Problems" for U.S. students in grades 8 and 11 (J. Becker and A. Owens); and (5) the "Areas of Squares Problem" for U.S. students in grade 11 (J. Wilson). (Contains 39 references, as well as references with chapters.) (MDH)

This paper reports that between 2008 and 2009, unemployment rates across OECD countries increased among people at all educational levels, but rose to especially troubling heights among people without an upper secondary education. In 2009, the average employment rate across OECD countries was much higher for individuals with a tertiary (i.e. higher) education--indicating a better match between the skills these people have and the skills the labour market required. Between 2008 and 2009, the earnings advantage for people with a tertiary education remained strong in OECD countries. In some countries, earnings inequality between people with a tertiary education and those without an upper secondary education widened even further.

Materials for a secondary level, interdisciplinary social studies course on Japan are divided into introductory information, 14 classroom units, and study and evaluation materials. Introductory material includes lists of objectives and skills, an outline of Japanese history, and an explanation of Japan's name and flag. The units cover the derivation of the Japanese people and language, geography, religion, government, foreign relations, economy, science and technology, environment, transportation and communication, education, family life, Japanese arts, police and criminal justice system, and social customs and rituals. For each unit, resources, objectives, methods, lessons, and a number of student activities are provided. Worksheets are included where necessary. Samples of activities are: practicing Japanese calligraphy, completing maps, writing a research paper, interpreting charts and graphs, visiting a museum of Japanese art, and creating a Japanese garden. A pretest, three tests covering the 14 units, a posttest, a vocabulary guide, and a bibliography conclude the curriculum guide. (LP)

One of the units developed as part of the "Around the World" exploratory language program in South Carolina, this unit on Japan aims to develop in students an awareness of Japanese culture through experiential language and cultural activities. The guide has the following components: (1) a list of general and special interest books, and films; (2) suggestions on room decor, which include brief discussions of and instructions on setting up displays of Japanese signs and symbols; (3) the language section, which includes guidelines for the teacher on Japanese pronunciation and structure, and the script of the dialogue and structure videotape; (4) historical and cultural information on Japan in the form of an introductory essay and suggested activities; (5) a detailed activity sheet on writing Japanese; (6) traditional and popular games in Japan; (7) Japanese crafts with activities on flower arranging, tray landscapes, and origami or the art of paper-folding; (8) an introduction to Japanese cooking; (9) discussion of Japanese music and the Japanese national anthem; and (10) five cultural component activities on the "Kamishibaya Man," the tea ceremony, Haiku, gestures and emotion, and money and hard work. (AMH)