Geography Reference
In-Depth Information
Center preliminary university entrance examinations, geography-related subjects
occupy a uniform position in the education curriculum, and it has played a consistent
role in senior high school education (Asakawa 2006 ).
This trend has not changed in recent years. For example, the textbook supply rate
(number of textbooks supplied divided by total number of students times 100) in 2012
is almost unchanged compared to 1997 (when the education curriculum initiated in
1992 was completed) or from 2006 (when the education curriculum initiated in 2003
was completed). Using the textbook supply ratio as a comparison to World History-
related subjects that are required for all senior high school students and interpolating
enrollment levels in Geography-related subjects in recent years, the fi gure comes to
about one-half that of World History subjects. So, even considering that some students
elect to take both Geography A and B, one can assume that roughly half of senior
high school students are enrolled in any geography classes. The situation is even
dire when we consider that among Geography-related subjects, the proportion of
students taking Geography B (four credit units) has fallen. The number taking
Geography A (two credit units), which is easier to combine into the overall education
curriculum, has increased. Thus, one can conclude that the number of hours in
which students are enrolled in geography subjects is declining (Table 4.2 ).
In thinking about the future of senior high school education, we foresee two changes
in enrollment trends. One scenario is a potential decline in the number of students taking
geography, compared with an increase of students taking Japanese history-related
subjects. In turn, this will reduce the number of geography teachers needed.
As Niihori ( 2006 ) points out, we are in a period when large numbers of teachers
responsible for senior high school geography education are retiring. Moreover, the
number of newly hired teachers who have a specialization in geography is extremely
small, and there is a serious shortage of geography subject teachers. Tables 4.3
and 4.4 show the decline in student enrolment in geography subjects and a small
number of geography teachers hired, in Saitama Prefecture.
The other scenario is the potential increase in Geography-related course enrollment
due to students choosing Geography and History, and Civics subjects in the National
Center preliminary university entrance examinations (hereafter referred to as
“National Center exams”).
Table 4 .2 Textbook supply ratios for subjects in Geogr aphy and History
World History subjects
Japanese History subjects
Geography subjects
World
History A (%)
World
History B (%)
Japanese
History A (%)
Japanese
History B (%)
Geography
A (%)
Geography
B (%)
Year
2012
26.7
14.5
12.6
16.3
12.6
8.1
41.2
28.9
20.7
2010
26.0
15.1
12.1
16.2
13.1
7.5
41.1
28.3
20.6
2006
-
-
-
-
12.3
8.1
39.6
27.1
20.4
1997
-
-
-
-
11.5
9.4
37.6
26.2
20.9
 
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