"Dragon Teng", visiting Tokyo International School, the specialty of Indian education is not only in arithmetic

Body translation

More and more people have roots in India at the top of the world's leading global companies, including Google and Microsoft. The background to the birth of a global leader from India is likely to be related to the fact that many people have acquired English skills that can be discussed without hesitation and mathematics skills to understand new technologies such as IT. In Japan, there are schools that have the same curriculum as Indian schools, and that can receive education that focuses on language and mathematics. What kind of class is it? We interviewed two Indian-style international schools in Tokyo. (Takayuki Meguro)

There are many people from India at the top of famous international companies such as Google and Microsoft in the United States. The birth of world leaders from India has this background. There are many people in India who have the ability to discuss without flinching in English and the mathematical ability to understand new technologies such as IT. Schools that share the same teaching programs as Indian schools, and schools that emphasize language and mathematics education are beginning to appear in Japan. What kind of course is this? This time, I interviewed two Indian-style international schools in Tokyo.

"Mathematics and IT are our strengths" Expectations of parents who send Japanese children through

The first thing I visited was the Global Indian International School (GIIS) in Nishikasai, Edogawa-ku, Tokyo. About 800 people from kindergarten to high school attend three campuses in Edogawa Ward. Of these, 30 to 40% are Japanese, and chinese and American children are also studying. Based in Singapore, it is an international inter school with sister schools in the UAE, Thailand, etc., and opened in Japan in 2005.

"Mathematics and IT become strengths" Japanese parents expect from their children

The first place to visit is the International Indian International School (GIIS) in Nishikasai, Edogawa-ku, Tokyo. The three campuses in the Edogawa ward have about 800 students from kindergarten to high school. Thirty to 40% of them are Japanese, as well as children of Chinese and American nationality. The main school of this school also has sister schools in Singapore, the UAE and Thailand, and is an international school, and the Japanese branch was opened in 2005.

8:30 a.m. Children and students went to school on foot, by bicycle, and school bus. The national anthem of India and kimigayo are playing in the school before the start of work.

In addition to its focus on mathematics and IT education, Indian inter-schools have become more popular among Japanese in recent years because school fees are cheaper than those of Western inter-schools. It is said that the acceptance of Japanese people may be limited to cases where various conditions such as academic ability are cleared and there is room for the capacity of the class.

At 8:30 a.m., children and students start school on foot, by bicycle, and school bus. Before the start of the class, the Indian national anthem and the Japanese national anthem will be played on the campus.

Indian international schools not only have the characteristics of attaching importance to mathematics and IT, but also have cheaper tuition fees than international schools in Europe and the United States, and have become very popular among Japanese people in recent years. If japanese people want to come in, they must pass the entrance examination and meet the restrictions of class personnel.

When I spoke to a 44-year-old Japanese mother who came to send her elementary school child, the appeal is language and arithmetic. "I chose it because I thought math and IT would be my strengths because my English skills are naturally made and I'm Indian," he says. "The teachers are good to take care of, and I can pass it with peace of mind," he said, looking at the satisfied appearance.

I observed the math class of the elementary school student. The sophomore divided the class of about 15 people into three, and was thinking about four-digit addition and subtraction in groups using blocks. The point is to use a different block of digits when there is a advance or a delay. It seems to be fun to think about how many blocks of digits can be used to express the number after calculation while consulting lively in English.

I heard from Japanese mothers who send elementary school children to school that the charm of Indian school lies in language and mathematics. She said that English was naturally mastered, and felt that the Indian Department was good at math and IT so chose it. She also said contentedly that the teachers are also very responsible, so they can send their children to school with peace of mind.

I also passed the elementary school math class. The sophomores are divided into three classes of 15 people, and the small groups learn four-digit addition and subtraction through chips. When carrying and abdicating, the use of different chips is a feature. Calculated numbers are expressed by using chips with different digits. It's fun to think while actively talking in English.

Come to think of it, I've heard stories like "12×23" that double digits × double digits can be done quickly, but I wonder if this school teaches, although it seems that not everyone can actually do it. Looking into the 5th grade classroom, I was working on an "Indian calculation method" in which two × double digits are solved using two types of rods, red and blue. I'm surprised that there are different ways to answer answers than what I learn in Japan. Indians are said to be good at mental arithmetic, but this kind of calculation training may be behind it.

When Indians calculate the multiplication of two-digit × two-digit numbers such as "12×23", they can calculate it all at once. I've heard this before. In fact, although not all people can do it, I don't know if this school also teaches. When I looked at the 5th grade teacher, I found that I was learning to use two red and blue chips to calculate two-digit indian calculations. I was surprised to have a different solution from the pen arithmetic I learned in Japan. Indians are good at mental arithmetic, probably because of this background in computing training.

Maya Usui, 10, a fifth-year student, smiled, saying, "It was a lot of fun to think and solve with my friends." Rather than the teacher teaching unimanally, it was characteristic that the group deepened his understanding while moving hands and mouths.

Usui, a 5th grader, smiles and says that it is a pleasure to be able to think about problem solving with friends. It is characterized not so much by the unilateral teaching of the teacher as by the group working together to deepen understanding.

Elementary 1 to 3 languages required

Gandhi statue welcomes students at the entrance of the school building of GIIS Nishi-Kasai Campus

"Mathematics is a very, very important subject related to science and computers, and children don't learn what's written on the blackboard, they like math by thinking while moving their hands," says Madhu Kana, principal of GIIS. In Japan, there are many children who are not good at science and mathematics subjects, but "In the modern world where technology has developed, science and mathematics subjects are something that children must always acquire, and it is important to nurture the natural interest that children have about the number and nature around them."

Three languages must be learned from the first grade of primary school

Students are greeted by Gandhi's sculpture at the entrance to the teaching building of the GIIS Nishikasai campus.

The principal of GIIS introduced me to this. Mathematics is a very important subject related to science and computer science. It's not about getting kids to learn what's on the blackboard, it's about getting into math by thinking for themselves. Many people in Japan are afraid of mathematics and science, but in the modern era of rapid technology, mathematics and science are a subject that children must master. For numbers and the nature around them, children should be allowed to slowly cultivate a concern for nature.

The other school is India International School in Japan (IISJ), Japan's first Indian-style inter-school, which opened in Koto City in 2004. It uses the school building of a public junior high school that is no longer used for unification and abolition, and it is a Japanese school that often looks good. However, english is still heard in this school when entering. Explanations and notices of human body models in the science room are also in English. Japanese have few students or teachers.

The theme of the 10th grader (equivalent to 1st grade) English class is "put product complaints". It's a fairly practical content. What emails do you send to the store if the purchased watch is defective? We will discuss and announce the title, the composition of the text, and what we want you to do by when.

Another school is Japan's first Indian-style international school, which opened in 2004 in Koto-ku. The Indian National School in Japan, i.e. IISJ. The use of public middle school buildings that were closed due to mergers and services looks like a normal Japanese school. But once inside, you can only hear English. The explanations and explanations of the mannequins in the science classroom are in English. Japanese students and teachers are hard to see.

The theme of the English class in Grade 10 (equivalent to the first year of high school) is "Complaints about Goods". It's really practical content. The purchased watch is defective, and then send an email to the store. The title, composition of the text, timing, requirements are discussed and then published.

Many hands were raised in the classroom during the teacher's commentary, but the student's voice was heard constantly from the laptop placed near the blackboard. Because of the corona disaster, about half of the class participates online from home, but he can't stop speaking from the other side of the screen. It was lively and lively, and the content and atmosphere were quite different from the Japanese public english classes I learned.

The students spoke smooth English, but I was surprised to hear that their native language was not necessarily English. When he goes home, many people use Hindi and Japanese. As with the curriculum in India, it is natural for Indian inter-school to use a variety of languages from an early age, with elementary school 1 to 3 languages required (English, Hindi, Tamil, Japanese, etc.).

In the teacher's explanation, many of the teachers raised their hands, and there were notebooks placed near the blackboard, from which the students' voices could be heard continuously. Because of the COVID-19 pandemic, about half of the students took online classes in their homes, but the face-to-face speeches did not stop. It was very energetic and enthusiastic, which was completely different from the content of the English course in Japanese public middle schools when I was in school. All of them are students who can speak English fluently, and I was struck by the fact that not all of them are native English speakers. Back home, there are also many people who speak Hindi and Japanese. This is the same teaching plan as India itself, indian-style international schools must learn three languages from the first grade of primary school, and it is natural to master multiple languages from an early age.

Kei Maruyama, 14, a Japanese who has been attending since the age of seven and has also skipped classes that are not uncommon at inter-school schools, said, "Japanese-style classes have a passive impression, where you can have the ability to discuss in English. I chose this school and answered right."

Speaking of India, there is an image that it is strong in IT. I also covered computer classes.

I started attending an international school at the age of 7, and it is rare to see a Japanese who jumps grades say so.

Japanese-style classes have a passive feel, and you can master the ability to discuss in English. This school was chosen right.

Speaking of India, there is a feeling of being good at IT. I also did an interview about computers.

Original translation: Longteng Network http://www.ltaaa.cn Please indicate the source when reprinting

"What is a CPU?" he asked.

"Central Processing Unit,The brain of the computer!" (central processing unit, computer brain!) ）」

The child answers the teacher's question energetically. It is a class of the second grader of IISJ. He taught carefully from the basic structure of a personal computer using textbooks such as mice, keyboards, and CPUs.

"What is a CPU?"

“「Central Processing Unit，the brain of the computer！ (CPU, computer brain!) ）”

The children answered the teacher's questions with full vigor. This is the second grade class at IISJ. For mice, keyboards, CPUs, etc., the basic structure of the computer is carefully handed over to students through textbooks.

It's not a difficult content, but when I think about it, I didn't have the experience of learning computers using textbooks. There's never been a day when I don't open my laptop. In another grade class, I also taught how to use the word of the document preparation software efficiently. If you can master useful shortcuts and other features, you're sure to get better. Will these basic skills be built up to make a decisive difference later? Let's take a look at the class of the upper grade a little more.

It's definitely not complicated, but if you think about it, I didn't have the experience of learning computers through textbooks myself, and I obviously don't have a laptop day now. In other school years, students are also taught how to use Word effectively. By using features like handy shortcuts, then work much faster. The accumulation of this basic skill will produce a decisive gap in the future. Let's take a look at the courses for higher school years.

In all two schools I visited this time, there are computer classes from elementary school 1, and when the grade goes up, they learn programming languages. Python textbooks are over 600 pages thick and, of course, all in English. The expression of the high school student who studied with a serious look was impressive.

From indian-style education, I felt an attitude of actively teaching knowledge and skills that can be used immediately no matter where I go in the world now. The average age of Indian citizens is about 28. 5 years old (Japan is 47. 4 years old). Is it the flexibility unique to a country full of youth?

Both schools visited taught computers in the first grade of elementary school and began to learn programming as the school year rose. Python's textbook is over 600 pages long. Of course, it's all in English. The expressions of high school students who study with serious eyes are really impressive.

From Indian education, you can feel the attitude of actively teaching practical knowledge and skills. The median age of Indian nationals is 28.5 years (47.4 years in Japan). This is probably the flexibility of youth.

"For Both Japan and India"

India's focus on computer education seems to have a connection with its origins. In the 2000s, the number of Indian engineers working for IT companies in Tokyo increased due to the relaxation of visa requirements for foreign IT personnel. However, there was no school that served as a saucer for the children, and many Indians left their families in India.

For both Japan and India

The increased efforts in re-computer education in Indian-style national schools are related to the process of their development. As visa requirements for foreign IT talents slowed, the number of Indian technicians who began to work for IT companies in Tokyo increased in the 2000s. However, due to the lack of schools to take care of, many Indians leave their families in India.

Nirmal Jayne, president of the IISJ, said he decided to build a school after seeing these Indians. Jayne lived in Japan for a long time, served as an announcer for NHK Hindi broadcasting, and had also experience as a teacher at other inter-schools. "Western inter-schools have high tuition fees, public schools in Japan have Japanese language barriers, and there was a problem that children from India cannot attend, and India is a country that emphasizes family connections. I thought that if we had a school for Indians, we could live together in Japan with our families," recalls Jayne.

The chairman of the IISJ, Gine, saw this situation among Indians and decided to establish a school. Gide has lived in Japan for a long time, not only as the host of NHK Hindi Broadcasting, but also as a teacher at other international schools. Gine recalled that international schools in Europe and the United States are expensive, and the barriers to Japanese in Japanese public schools are very high, making it difficult for children from India to go to school. India is a country that attaches great importance to family ties. If there is a school for Indians, then you can live in Japan with your family.

Iisj, which started with 27 children and elementary school students, now has about 1,000 people from kindergarten to high school. The number of students and students has also been in Yokohama, and the total number of students has increased to about 1,500.

Ms. Jayne says. "With a school, professional IT personnel (not only young people) can come to Japan and work with their families with peace of mind, and I think it is good for both Japan and India."

Where will the students who graduated from inter school go on to higher education? Both schools are recognized as equivalent to Japanese high schools, and if they graduate, they will be eligible to take university entrance exams in Japan. Many students go on to English-speaking countries such as the United States, the United Kingdom, Canada, australia, and universities in their home country, india, but in recent years, due to the corona disaster, many students chose Japanese universities such as Waseda, Keio, Nagoya and Tsukuba.

The IISJ originally consisted of only 27 people in kindergarten and elementary school, but now there are 1,000 people from kindergarten to high school. Yokohama also has a school building, and with the addition of children and students there, there are about 1500 people.

According to Gine, if a school is established, professional IT talents can work in Japan with peace of mind. This is good for both Japan and India.

So where do students who graduate from international schools continue to study? Both schools are recognized as having the level of Japanese high school, and if you graduate, you will be qualified as a Japanese university. There are also many students attending universities in English-speaking countries such as the United States, the United Kingdom, Canada, and Australia, or their home country, India. However, due to the impact of the COVID-19 pandemic, many students have chosen Japanese universities such as Waseda, Keio, Nagoya, and Tsukuba.

Ditipria Panda, 17, a 12th-year giis student (equivalent to 3rd grader), will go on to the University of Aizu this fall, specializing in computer science and engineering, and aim to become an AI (artificial intelligence) engineer. Other universities also considered it, but the deciding factor was that they could study specifically for computers. "I'm proud that Indian people are active all over the world, I want to build a career like Google and Microsoft. I will do my best towards my goal."

Pangda (17), a 12th-year (senior in high school) at GIIS, enrolled at Aizu University this fall, majoring in computer science and engineering, in preparation for the goal of being an AI engineer. Other universities have also considered it, but decided to choose a school that specializes in computers. He said he was proud of the fact that Indians in the world were active. I also want to go to companies like Google and Microsoft. We are working towards our goal.

Moe Hayashi, 17, a Japanese 12th-year student who attended GIIS from kindergarten, will go on to university in the U.S. or Australia this fall. "Being able to speak English is a strength for me as a Japanese person, and my family says that I am good at presenting because I have many opportunities to present in public at school," he said. He wants to learn about nursing and sports-related medical care.

Iisj held a lecture for students who were about to graduate on the day they visited to cover it. An Indian engineer, 24, who works for Rakuten, cited Google CEO Pichai and others from India, and talked about the rewards of his world-impacting work. Sanika Deshmak, 16, who participated, shone his eyes, saying, "I want to learn more about computer science at university." The students who have a lot of model that are active in the world became envious a little.

Lin Mengwang (17), a Japanese 12th grader who has been attending GIIS since kindergarten, is also preparing to go to the United States or Australia this fall to study. She said that being able to speak English is her strength as a Japanese. Because there are many opportunities to express themselves in front of others in school, family members say that they have a strong sense of existence. Prepare for content related to nursing science and sports medicine that you want to study.

On the day of the IISJ interview, there was a lecture for the graduates. An Indian engineer (24) who works at Rakuten, for example, Pichai, who came from India and is the CEO of Google in the United States, believes that Indians work is valuable when it shocks the world. Saniika (16), who participated, showed a look of longing, saying that she wanted to study more computer science and technology at university. I feel a little envious of the students who can get them for the goal of being active in the world.