{"id":400,"date":"2018-02-15T17:12:53","date_gmt":"2018-02-15T08:12:53","guid":{"rendered":"http:\/\/www.p.u-tokyo.ac.jp\/~tknaka\/?page_id=400"},"modified":"2018-02-15T21:41:38","modified_gmt":"2018-02-15T12:41:38","slug":"national-survey","status":"publish","type":"page","link":"https:\/\/www.p.u-tokyo.ac.jp\/~tknaka\/english\/national-survey","title":{"rendered":"National survey"},"content":{"rendered":"

Thank you for visiting this page about the National Survey of Education and Work. This section of the website introduces this research project.<\/span>
\nThe survey is a purely academic study funded entirely by public funds<\/strong><\/u> and is not connected to any ideological, political, or religious group. No for-profit group has provided any support or cooperation. <\/p>\n

\u25cfSurvey purpose<\/a>
\n\u25cfFunds and organization<\/a>
\n\u25cfSurvey overview<\/a>
\n\u25cfPreliminary survey results<\/a>
\n\u25cfPresentation of research findings<\/a>\u3010New!\u3011<\/span><\/p>\n

\u25cfSurvey purpose<\/span><\/h2>\n

Education, child-raising, workstyles, and lifestyles in contemporary Japanese society are undergoing major changes due to factors such as a worsening employment environment, declining birthrate, and aging population. As a result of those changes, people\u2019s values have diversified, and one hears people discussing a variety of approaches and views with regard to education and child-raising. At the same time, differences in income and education among different segments of the population are attracting new attention. <\/p>\n

There has been ongoing discussion about such differentials in the context of education, work, and economic conditions, but studies on the subject of education to date have not adequately investigated work and economic conditions, while studies on work and economic conditions have not adequately investigated education. As a result, there is not enough information to support an accurate assessment of the relationship between education and work, and between education and economic conditions, regardless of the source of data one utilizes. <\/p>\n

This survey is designed to measure and analyze in an academic manner the relationship between education and society, which has not been adequately explained by available data to date, by undertaking a detailed study of the relationships connecting educational experience, occupation, and social status from both standpoints. In addition, we hope to utilize the results of our analysis to provide useful advice on the subject of future educational policy. <\/p>\n

\u25cfFunding and organization<\/span><\/h2>\n

After receiving public funding from the scientific research fund administered by the Japan Society for the Promotion of Science, an agency of the Ministry of Education, Culture, Sports, Science and Technology (Scientific Research Fund [Grant-in-Aid for Scientific Research A]: Grant No. 23243083 [from the National Institute of Informatics KAKEN Grant Database]), Professor Takayasu Nakamura of the University of Tokyo\u2019s Graduate School of Education formed the http:\/\/kaken.nii.ac.jp\/d\/p\/23243083.ja.html<\/a><\/span>2013 Education, Social Status, and Social Mobility Survey Research Group consisting of expert researchers from around Japan. The Group, whose members are listed below, carried out the survey under the direction of the Nakamura Lab.<\/p>\n

\u3010Members of the Education, Social Status, and Social Mobility Survey Research Group (as of May 30, 2014) (\u25ce: research representative; \u3007: manager) \u3011<\/strong><\/span><\/p>\n

\u25ce\u4e2d\u6751\u9ad8\u5eb7\uff08Professor, the University of Tokyo\uff09\u00a0\u00a0\u00a0\u00a0\u00a0 \u30fb\u591a\u559c\u5f18\u6587\uff08Instructor, Hosei University\uff09<\/span>
\n \u25cb\u5e73\u6fa4\u548c\u53f8\uff08Professor, Hokkaido University\uff09\u00a0\u00a0\u00a0 \u30fb\u9808\u85e4\u5eb7\u4ecb\uff08Assistant Professor, Meisei University\uff09<\/span>
\n \u25cb\u8352\u7267\u8349\u5e73\uff08Associate Professor, Kyushu University\uff09\u00a0\u00a0\u00a0 \u30fb\u65e5\u4e0b\u7530\u5cb3\u53f2\uff08Assistant Professor, Taisho University\uff09<\/span>
\n \u25cb\u4e2d\u6fa4\u3000\u6e09\uff08Associate Professor, Osaka University\uff09\u00a0\u00a0 \u00a0 \u30fb\u5c0f\u5ddd\u548c\u5b5d\uff08Project Researcher, the University of Tokyo\uff09<\/span>
\n \u30fb\u5409\u7530\u3000\u5d07\uff08Associate Professor, Shizuoka University\uff09\u00a0\u00a0 \u00a0 \u30fb\u91ce\u7530\u9234\u5b50\uff08second-year master\u2019s program student, the University of Tokyo Graduate School\uff09<\/span>
\n \u30fb\u53e4\u7530\u548c\u4e45\uff08Associate Professor, Niigata University\uff09\u00a0\u00a0\u00a0 \u30fb\u5143\u6ff1\u5948\u7a42\u5b50\uff08second-year master\u2019s program student, the University of Tokyo Graduate School\uff09<\/span>
\n \u30fb\u85e4\u539f\u3000\u7fd4\uff08Associate Professor, the University of Tokyo\uff09\u00a0\u00a0 \u00a0 \u30fb\u80e1\u4e2d\u5b5f\u5fb3\uff08first-year master\u2019s program student, the University of Tokyo Graduate School\uff09<\/span><\/p>\n

 <\/p>\n

\u25cfSurvey overview<\/span><\/h2>\n

\u3010Subjects\u3011<\/strong><\/span><\/p>\n

We asked a total of 4,800 subjects age 30 to 64 from around Japan to participate in the study. To ensure that our sample would be representative of the population as a whole, we chose survey locations with a lottery-like method known as random sampling, examined the Basic Resident Register for each chosen location*, and selected subjects at a fixed interval from the register (a method known as systematic sampling).<\/span><\/p>\n

*Academic surveys carried out by universities are permitted to access the Basic Resident Register in order to choose subjects. This survey obtained the permission of the cities, wards, towns, and villages in question before accessing the register and did so by means of a procedure put in place by the Nippon Research Center, an organization that carries out contract surveys. All information has been managed carefully to ensure its confidentiality. <\/span><\/p>\n

\u3010Survey methodology\u3011<\/strong><\/span><\/p>\n

The survey was carried out by mailing questionnaires to subjects and then having examiners visit their residences subsequently to collect the questionnaires. Some questionnaires were collected by having the subjects mail them back, for example in cases where the subjects had recently moved.<\/strong><\/span><\/p>\n

\u3010Survey dates\u3011<\/strong><\/span><\/p>\n

October to December 2013<\/span><\/p>\n

\u3010Questionnaire\u3011<\/span><\/strong><\/p>\n

ESSM questionnaire (PDF)<\/a>
\n<\/span><\/strong><\/p>\n

\u25cfPreliminary survey results<\/strong><\/h2>\n

1. Collection of questionnaires<\/span><\/strong><\/span><\/p>\n

The survey targeted 4,800 randomly selected men and women age 30 to 64 from around Japan. Information about the collection of questionnaires follows (the valid collection rate is calculated using the planned sample size [total number of subjects] as the denominator).<\/span><\/p>\n

<\/span><\/p>\n

Total number of subjects: 4,800<\/span><\/p>\n

Number of valid responses: 2,893<\/span><\/p>\n

Valid collection rate: 60.3%<\/span><\/p>\n

These numbers are excellent for a nationwide academic study, and they indicate that the data obtained is highly reliable. The lab would like to thank all subjects for their cooperation. <\/span><\/p>\n


\n<\/span><\/p>\n

2. Basic characteristics of respondents<\/span><\/strong><\/p>\n

Figure 1. Gender<\/span><\/p>\n

\"\"<\/a><\/p>\n

 <\/p>\n

Figure 2. Age\/span><\/p>\n

\"\"<\/a><\/span><\/p>\n

 <\/p>\n

Figure 3. Geographic area<\/span><\/p>\n

\"\"<\/a><\/p>\n

 <\/p>\n

3. Results of analyzing survey data (excerpt)<\/span><\/strong><\/p>\n

3.1 Educational experience<\/span><\/p>\n

Figure 4. Did you exercise with a parent (guardian) when you were an elementary school student? (Question 18a)<\/span><\/p>\n

\"\"<\/a><\/span><\/p>\n

 <\/p>\n

Figure 5. Did you go to art museums or other museums with a parent (guardian) when you were an elementary school student? (Question 18b) <\/span><\/p>\n

\"\"<\/a><\/span><\/p>\n

The data indicates that subjects from younger generations were more likely to have exercised or visited art museums or other museums with a parent (guardian) when they were in elementary school. Whereas just 14.3% of subjects in their 60s indicated that they exercised \u201cfrequently\u201d or \u201coccasionally\u201d with a parent, 45.8% of subjects in their 30s replied that they did so. The relationship between parents and their children may have changed over time. <\/span><\/p>\n


\n<\/span><\/p>\n

Figure 6. Did you frequently not want to go to school as a middle-school student? (Question 24h)
\n<\/span><\/p>\n

\"\"<\/a><\/span><\/p>\n

When asked if they frequently did not want to go to school as a middle-school student, the most common response for subjects of all generations was \u201cno.\u201d The younger a subject, the more likely he or she would choose \u201cyes\u201d or \u201cmore or less, yes.\u201d It is possible that the relationship between students and school is changing.<\/span><\/p>\n


\n<\/span><\/p>\n

Figure 7. Did you attend a \u201ccram school\u201d as a sixth grader or ninth grader? (Questions 19 and 28)<\/span><\/p>\n

\"\"<\/a><\/span><\/p>\n

The percentage of subjects who indicated that they had experience attending a \u201ccram school\u201d increased as their age decreased. Whereas 12.9% and 15.2% of subjects in their 60s indicated that they attended a cram school as a sixth grader or a ninth grader, respectively, those numbers rise to 37.1% and 56.5%, respectively, for subjects in their 30s. The data suggests that the cram school system has spread and that a perception may have developed that school education alone is not adequate.<\/span><\/p>\n


\n<\/span><\/p>\n

3.2 Perception of education<\/span><\/p>\n

Figure 8. Is Japan a society where educational background means everything? (Question 49e)<\/span><\/p>\n

\"\"<\/a><\/span><\/p>\n

About 70% of subjects in their 30s and about 80% of subjects from other generations indicated that they \u201cagree\u201d or \u201csomewhat agree\u201d with the proposition. Although the perception that academic background is all-determining in Japanese society has weakened slightly among people in their 30s, the data illustrates how this belief remains entrenched. <\/span><\/p>\n

 <\/p>\n

Figure 9. Are public schools reliable? (Question 62b)
\n<\/span><\/p>\n

\"\"<\/a><\/p>\n

Although 47.9% of subjects in their 60s indicated that they \u201cagree\u201d or \u201csomewhat agree\u201d with the proposition, that number declined with age, falling to 38.7% for subjects in their 30s. It\u2019s not an enormous difference, but it suggests that confidence in public schools may be falling gradually. <\/span><\/p>\n

 <\/p>\n

3.3 Perception of work<\/span><\/p>\n

Figure 10. Do you have opportunities to increase your occupational skills through your job? (Question 10d)<\/span><\/p>\n

\"\"<\/a><\/p>\n

In response to this question, 71.2% of subjects in their 30s and about 65% of subjects in their 40s and 50s replied \u201cdefinitely\u201d or \u201cto some extent.\u201d By contrast, about 20% to 30% of respondents replied \u201cnot really \u201c or \u201cno.\u201d The data indicates that there is a gap in the extent to which workers are given opportunities to build occupational skills through their jobs. <\/span><\/p>\n

 <\/p>\n

Figure 11. What kind of person do you perceive as being skilled in your current workplace? (Question 11)<\/span><\/p>\n

*Analysis includes only subjects who are currently working.<\/span><\/p>\n

\"\"<\/a><\/span><\/p>\n

When we examined questions asking subjects to characterize the type of person they perceive as being skilled in their current workplace, we found generational differences in terms of \u201cpeople who can communicate effectively\u201d and \u201cpeople who exhibit leadership.\u201d Whereas 76.5% of subjects in their 30s chose communication skills, which have been emphasized in recent years, only 63.4% of subjects in their 60s did the same. A similar trend is evident in subjects\u2019 choice of leadership. The data suggests that there are differences in the extent to which people emphasize different skills.<\/span>
\n<\/span><\/p>\n

 <\/p>\n

3.4 Perception of society<\/span><\/p>\n

Figure 12. Is the opportunity to receive a university education distributed uniformly without regard to differences in wealth? (Question 62d)<\/span><\/p>\n

\"\"<\/a><\/p>\n

When we asked whether the opportunity to receive a university education is distributed uniformly without regard to differences in wealth, more than 60% of all subjects replied \u201cnot really\u201d or \u201cno,\u201d regardless of their generation. The data indicates that most people believe that economic differences continue to have a significant influence on one\u2019s ability to receive a university education, regardless of the fact that such opportunities have expanded over time. <\/span><\/p>\n

 <\/p>\n

4. Plans to release more detailed data and analysis results<\/span><\/strong><\/span><\/p>\n

 <\/p>\n

The above analysis results are only preliminary in nature. Please note that our final data may diverge slightly from the information presented here. <\/span><\/p>\n

The Research Group plans to publish a report describing a more expert analysis along with tabulated results for all questions at the end of March 2015 after conducting a more detailed analysis. We also plan to make that report available for viewing on this website to the extent that doing so is practical.<\/span><\/p>\n

 <\/p>\n

\u3014This information was compiled by Suzuko Noda and Takayasu Nakamura.\u3015<\/span><\/p>\n


\n<\/span><\/p>\n

\u25cfPresentation of research findings\u3010New!\u3011<\/span><\/strong><\/h2>\n

\u30fbTakayasu Nakamura and Kazushi Hirasawa, \u201cEducational Experience and Social Status: Using 2013 ESSM Data\u201d (presentation given on September 13, 2014, at the 66th meeting of the Japan Society of Educational Sociology [at Ehime University and Matsuyama University])<\/span><\/p>\n

\u30fbKazuyoshi Ogawa, \u201cThe Relationship between Pre-primary Education and the Social Status of One\u2019s Family and Educational Attainment: Using 2013 ESSM Data\u201d (presentation given on September 13, 2014, at the 66th meeting of the Japan Society of Educational Sociology [at Ehime University and Matsuyama University])<\/span><\/p>\n

\u30fbKazuhisa Furuta, \u201cEvaluation of Education, Occupation, and School Education: Using 2013 ESSM Data\u201d (presentation given on September 13, 2014, at the 66th meeting of the Japan Society of Educational Sociology [at Ehime University and Matsuyama University])<\/span><\/p>\n

\u30fbHirofumi Taki, \u201cQuantitative Research into Vocational School as an Educational Background: Using 2013 ESSM Data\u201d (presentation given on September 13, 2014, at the 66th meeting of the Japan Society of Educational Sociology [at Ehime University and Matsuyama University])<\/span><\/p>\n

\u30fbWataru Nakazawa, \u201cEducational Awareness and Social Status: A Multinomial Logit Model for Latent Social Class Using 2013 ESSM Data\u201d (presentation given on September 13, 2014, at the 66th meeting of the Japan Society of Educational Sociology [at Ehime University and Matsuyama University])<\/span><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

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