The document summarizes the revised home economics curriculum in Japan. It analyzes how the curriculum aims to nurture students' leadership skills and competencies needed for life through subjects like comprehensive home economics. It compares the Japanese curriculum to standards in the US, noting both emphasize developing technical, interpersonal, and problem-solving skills. The new Japanese standards focus on teaching consumer skills and environmental preservation in a sequenced way to promote students' moral development.

1. Noriko Watase (Iwate Univ.) Nurturing Leadership in Students’ through Home Economics Education -Analysis of the Revised Home Economics Curriculum in Japan-

9. Styles of Leadership(Creative Living Skills,2006:248) STYLE CHARACTERISTICS ADVANTAGES DISADVANTAGES Authoritarian Leader makes decisions using his or her own judgment. The team process is efficient and orderly. Ideas and experiences of team members are not utilized. Democratic Decisions are made by the majority. Everyone is welcome to contribute. Team process is inefficient. Integrated Leader emphasizes maintaining group harmony. Decisions are more likely to be based on consensus. Team-building process is time-consuming. Laissez-faire Leader takes a “hands-off” approach. Leaders may emerge from the group. Team process lacks organization and is inefficient.

14. National Leadership Meeting （ Teen Times,1956 ）

15. FCCLA’s National Projects

16. National Leadership Meeting （ FHJ,2002 ） 1960 First national leadership meeting in FHJ 1996

19. Direction set by the new Japanese curriculum standards(Course of Study) ☆ （ Choose one of these↓ ） ・ Basic Home Economics （ 70Hrs.) ・ Comprehensive Home Economics （ 140Hrs.) ・ Life Design （ 140Hr ｓ .) Technology & Home Economics （ *2subjects total number of hours) Home Economics Senior High school Junior High school Elementary school Name of the subjects Grade12 Grade11 ☆ Grade10 Grade 9 (35*Hrs.) Grade 8 (70*Hrs.) Grade 7 (70*Hrs.) Grade 6 (60Hrs.) Grade 5 (55Hrs.)

20. Through practical and hands-on activities relating to food, housing, and clothing, the teacher will impart basic, necessary knowledge and skills for the daily life by nurturing and helping students develop practical attitudes toward exploring lifestyles with their families. To impart fundamental and necessary knowledge and skills for use in the daily life, the teacher will instruct students to increase their understanding of the relationship between life and technology and develop creative and practical attitudes toward actively exploring lifestyles. Junior High school Objectives Specified in the Course of Study for Home Economics in Elementary School

22. Relations among three school stages with the present course of study (Ueno,2004)

24. Recognition of Life Sciences(Knowledge) Awareness of the value of living Technical Skills for Life Problem-solving Skills Conceptual diagram of the structure of developing through home economics education (Nakama, 2004;4)