My particular take, and input, though while somewhat in line with what Glenski has highlighted above, will now be forced upon all readers... hee, hee, hee... get ready:
First of all, upon seeing the title of this thread, and getting the gist of the likely potential fact that the Education Ministry is actually thinking about trying to do something that looks like it's trying to really do something--in other words, set up at least a paper cut-out figure of an interest in trying to improve the education system--here, English. O.K., I may not have all that much respect for what them big shots do up there, but I am glad that at least it's coming to the table, and getting some press. Maybe that allows a window in which I can exercise a little more here at my uni, be a little louder, and not simple have to nod at meetings as though to say (wow... I wish I could challenge that proposal... not because I cannot technically, or with data... but just because it wouldn't carry across anyways.)
But then, I saw TOEFL. What?! That's not so 'practical English' an exam focus, but more academic. At least shift for TOEIC... at least. (I tend to think that test focus is also a little blown out of proportion on its beneficial qualities, but hey, I cannot come up with a better model myself, and it does focus a little more on practical concerns of daily living, than on essays by Hume, Hobbes, or Dickinson. (If I have spelled that latter correctly.)
Moon-lighting at a local 'yobiko' which takes only Jr high school third year students from a single, specific jr high school, over the past two years, has only gone to better support my notion (from having done AET some 22 years back) that the 'entry level' (as I call jr high school English) has not learned so much itself. We do indeed need to make some changes which, while still getting basics that will of course strengthen academic routed English programs, will also bolster practical routes too. If anything, it will offer the young a chance to broaden out their social horizons in some way or another.
I am very much with Glenski on that last sentence of his. If nothing is done to go out, and hit the streets (so to speak), and research out just what needs to be done (within practical limits), and can be done (within such limits), and a progressive plan outlined and put into executive action, it's all going to just go the way of PR apple polishing. I most certainly hope that will not be the outcome of this also important thing which the Japanese Education system over all must do.
This silly Center Test nonsense must take a few courses in 'reality check up taking.' University Entrance exams must be kicked down to nothing more than mere a preliminary screening process. (Not just a matter of allowing a student to be a student at a certain university.) Graduating from a university with a name, is the point--not merely being a student at such a university. (Which leads to why one recent book has come out 'Why Do Japanese University Students Study the Least of All University Students in the World;' my loose translation of the title.) If a student fails a year, they fail a year. They have, I think, 8 years to graduate with the basic four year diploma, If they can't, they can't. They should have entered a university with lessor academic demanding status.
All in all, I hope something happens to make improvements !!
