"Taliban parallel" The tradition and culture of men and women's roles are depleted to Japanese science girls (Rikejo)

Female admission students who major in engineering, manufacturing, and architecture are the worst in OECD members

[Departing from London] The "Education 2021 Edition in Chart" of the Economic Cooperation and Development Organization (OECD) has been announced on the 16th.The rate of high education in Japan, such as universities and graduate schools, was 64%of women, compared to 59%of men, but 16%of new high -education enrolled women who majored in engineering, manufacturing, and architecture are the lowest among the OECD member countries.was.Traditionally, 71%of new enrollments were women in the education fields with many women.

In OECD member countries, women have 48%of men and 35%of women, despite the fact that women participate in adult education outside of school and schools than men.30%of women and 5%of men have given "responsibility for housework and childcare" regarding factors that prevent participation in learning activities.In Japan, the tradition and culture of produce the division of roles between men and women from childhood are strong.

OECD's Andreas Schuliner Education and Skill Director explained at a press conference on the 16th:"In Japan, there was a progress in the gender disparity, but other countries have filled the gap faster, and the gap between the OECD member countries has not shrunk. Proceeding to engineering, manufacturing, architecture, and computer science.The difference is not filled with the percentage of female students and the ratio of female university professors. "

"Japanese girls have very good results in the scientific literacy field of PISA (OECD student learning accomplishment survey). Japanese girls have knowledge and skills in the field of science. But any dream.If you have hope and ask what you want to be in the future, there are currently few girls who want to go to science at the age of 15. "

"Girls don't think science has many potential for the future."

"I don't think Japanese girls have a lot of potential for the future in the science field. It's not a matter of learning in schools. It works well in terms of science and technology learning. But for girls.The problem is that they don't give their dreams enough, and they don't tell that there are many future opportunities in the science field. "

"For example, I have never met a female scientist when I was a child. I don't want my daughter to become an engineer if my son grows up, but I don't tell her so. I don't draw people or engineers. This is not a matter of education, but I have to change the attitude of people and the image expected of girls. I need to change the environment and culture from a young age. there is"

"I don't decide what to be in the future when I graduate from college. In fact, children have already decided in elementary school.I decide to do this by drawing what I want to be. I have to inspire the children at that stage. "

Italian reform led by adults

"If Japan really wants to change the pattern of gender gaps, it is necessary to change the way of thinking, attitude, and dreams of seeing people around me from a young age, rather than giving knowledge.Let me give an example. Italy used to be very similar to Japan before. The proportion of women entered computer science, engineering, and construction fields very small. "

"It's completely changed. Speaking of the reason, I first brought female scientists to school and showed them to the children. Parents who are doing science go to school and work in the science field.I taught this kind of thing. I showed the children at school how women working in the science field. "

"This big change was not the teachers taking the initiative, but the adults around me started. As a result, I showed both boys and girls what working in the science field means., The change was born. "

Most of the OECD member countries tend to go to vocational training courses more than women.This is the same in Japan, and as of 2019, 57%of the late second -stage secondary education programs are male (OECD member average is 55%).

Women generally tend to complete the second -stage secondary education course, but Japan is no exception, and the average OECD member country is 55%, and women accounted for 51%.

Japan's higher education completion rate is 59%for men and 64%for women

Higher education has continued to expand, and as of 20 years, the 25-34 -year -old population tended to complete higher education than men throughout OECD member countries.In the case of Japan, the rate of completion of higher education in the 25-34 -year -old population as of 2019 is 59%for men, while women are 64%.The average of OECD member countries was 39%for men and 52%for women.

Many OECD member countries have majored in natural science, technology, engineering, and mathematics (STEM).As of 2019, Japan was 16%among OECD member countries, among new high -education enrolled students who major in engineering, manufacturing, and architecture.Regarding the gender ratio of teachers, Japan was the only country with more male teachers than female teachers.

As of 2019, the percentage of male teachers was 52%, compared to the average OECD member country average.Men accounted for 72%of all teachers in the higher education stage, which was the highest percentage of OECD members.On the other hand, most of the pre -school teachers were women.

Japanese education is efficient, or lack of investment

In Japan, where the declining birthrate and aging population are accelerating, society is becoming increasingly conservative, and the gross domestic product (GDP) ratio of educational expenditures (GDP) for higher education institutions is reached at 25%of the OECD member countries and partner countries.

As of 2016, Japan's educational expenditure was 4%, and the average OECD member country was 0..9%points were lower than 9%, and spending on educational institutions other than higher education was lower than the OECD member of the country.

The number of foreign students and international students studying in Japan has steadily increased, reaching 200,900 in 19900.This is 5%of all students who are enrolled in higher education.China accounts for 45 % of international students studying at higher education institutions in Japan.

As of 2019, 29%of international students studied in OECD members were from low -income and lower -ranked income, while Japan was 37%higher.That's why Japanese universities have a door to the world.However, Schulinger Education and Skill Director added:

"The percentage of university students from Japan to overseas is only 1%. It is a major loss for Japan, and it is also a reflection of the problem that the design of the Japanese education course does not evaluate the parts learned abroad., I need improvement. "

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