Audiovisual Education Media and Multimedia in Teacher Training in Japan

SHINOHARA, Fumihiko
Associate Professor

Tokyo Gakugei University
Koganei-shi, Tokyo 184 Japan

　
Contents
1 Introduction
2 Computers and Audiovisual Education Media in Lifelong Education
3 Multimedia and the Latest Trends
4 Conclusions
References
Appendix I The Law of Standard Number of Teaching Aids
Appendix II Transitions in Ownership Rates for SpecifiedAudiovisual Education Equipment (1980-1989-1992)
Appendix III Audiovisual Education Media Training Curriculum Standards

Author's Note

1 Introduction

Japanese society began to be information-oriented in 1980s, and in recent years electric goods in their everyday life such as telephones, FAXs, TV sets, radios, CDs, LDs, CD-ROMs, LD-ROMs, car navigation systems, high-definition TV sets, etc. are becoming assembled with a greater number of highly organized electronics parts. They are functioning with remote controller or wireless operation. This is caused by the emerging research and development of standardization in the sense of information condensing and expression technology together with that of the development of digital and communication. These are fully supported by computer related technology.

In addition, the new streams of database technology and interface technology such as relational databases and graphical user-interfaces (GUI) together with higher capabilities of computers networkings are also realizing within those who are not familiar with computer operation and programming languages but with easy operation in terms of current audiovisual media.

As far as audiovisual education media in Japan are concerned, the Japanese Ministry of Education, Science and Culture established in 1967 the Law of Standard Number of Teaching Aids in order to promote the better environment in elementary and secondary schools as well as to enact the Law of Free and Equal Educational Opportunity for Compulsory School Children. In 1992, in coping with the needs caused by the change both in education and in society, the Law of Standard Number of Teaching Aids is revised in 1973, 1978 and 1992 (for 1992 version, seeAppendix Ｉ ).

In responding these policies the Ministry of Education, Science and Culture has been conducting in almost every three years "A Survey of Audiovisual Education Materials and Equipment in Schools and Social Education Facilities" throughout Japan to find out the diffusion and utilization rates of audiovisual materials and equipment and the current trends in teacher training in educational media. Accoding to the latest survey conducted during 1992 Academic Year, it is found that computers, CDs and LDs have been dramatically installing into both schools and social education facilities (for ownership survey partly compared by years, see Appendix II).

2 Computers and Audiovisual Education Media in Lifelong Education

(1) Computers as One of the Audiovisual Education Media

The Lifelong Learning Bureau in the Ministry, which was created in 1988 in place of the Social Education Bureau and given top priority within the Ministry of Education, Science and Culture, with responsibility for carrying out the planning and coordination of overall policies for the promotion of lifelong learning through formal and non-formal education and through sporting and cultural activities, has been encouraging the utilization of new education media both in schools and social education facilities in the promotion of audiovisual education, while policies and activities in the Elementary and Secondary Education Bureau in the Ministry rather have been referred to those in compulsary education schools such as the promotion of computer literacy and computers use in the curriculum (for the elementary school science course of study and the computer utilization , find in the refernces an articles written by the author).

The Lifelong Learning Bureau has been encouraged by itself to published the following reports: "Proposed Curriculum for In-service Teacher Training" in 1986 indicated in Table 1, "Lifelong Learning and New Education Media" in 1987, "Report on the Audiovisual Education Media Training Curriculum Standards" in 1990 listed partially in Tables 2 and 3 (for full text, see Appendix III), and both "A Manual for Training Audiovisual Education Media for Planner Use" presented in Table 4 and "Report for the Promoting Audiovisual Education Utilizing New Education Media" in 1992. It should be noted that turning back to the history in the context of promoting audiovisual education the Bureau had published in 1953 the first version of The Training Curriculum on Audiovisual Education followed by the second version in 1972. In this sense the proposed Curriculum in 1986 is marked as the third version.

Table 1 Proposed Curriculum for In-service Teacher Training (MOE, 1986)

(1) Introductory course (2.5 days)

To make educators familiar with the current state of the educational uses of computers through introductory lectures and hands-on experience.

(2) Intermediate course (5 days)

To give experienced educators basic knowledge and skills in computer use and make them add to their experience in programming, evaluating, applying and managing software.

(3) Advanced course (8 days)

To orient more experienced educators towards constructing educational information systems and taking leading roles in their schools, local areas and prefectures.

Table 2 The Six Items For Basic Knowledge and The FourFor Application Concerning Computers (MOE, 1990)

(1) Basic knowledge

1) educational use of computers
2) basic capabilities of computers
3) functions of peripheral devices
4) the role of software
5) basics of programming languages
6) capabilities and use of databases

(2) Applications content

1) basic computer operation
2) using software for wordprocessing, databases, spreadsheets, graphics and instruction
3) preparing lessons plans utilizing computers
4) functions and use of computer telecommunications

Table 3 The Eight Items For The Basic Course AndThe Five For The Specialist Course (MOE, 1990)

(1) Items on computers in the Basic Course

1) operating systems and application software
2) programming using simple languages
3) using authoring systems to prepare instructional materials
4) exercises in using wordprocessors, spreadsheets and graphics

(2) Items on telecommunications sytems and databases in Basic Course

1) networking concept
2) types of telecommunications systems
3) basics of information retrieval
4) basic capabilities of database systems

(3) Items in the Specialist Course

1) planning computer training programmes
2) software development
3) capabilities and characteristics of telecommunications systems
4) planning and creating databases
5) maintaining and managing databases

Table 4 Content of A Manual for Training AVE Media (MOE, 1992)

(1) Elementary level (for beginners)

1) Intellectual-
a. Acquiring a basic level of knowledge of the present situation and possibility of educational usage of computers
b. Acquiring a basic level of knowledge related to microcomputer hardware and software
c. Acquiring a basic level of knowledge of programs and datad. Acquiring a general knowledge of the role of computers in society

2) Practical skill-
a. Getting accustomed to computer keyboards operations and use of peripheral memory of devices
b. Being able to use simple programs developed previously
c. Being able to input and execute a simple program

(2) Intermediate level

1) Intellectual-
a. Acquiring ability to give microcomputers a proper places within the actual, educational setting
b. Increasing one's practical kowledge related to programming languages and data structure
c. Knowing and being able to evaluate a wide variety of microcomputer educational application
d. Understanding programs accompanying with the diffusion of microcomputers in education

2) Practical skill-
a. Mastering the operation of various peripheral devices
b. Being able to analyze tasks and make a program suitable to a specific educational situation
c. Being able to understand, evaluate, modify and utilize efficiently software

(3) Advanced level

1) Intellectual
a. Acquiring ability to apply microcomputers systematically and adequately to the actual educational situation
b. Acquiring ability to guide other people to the educational use of microcomputers
c. Understanding comprehensively the meaning and realities of various communication media

2) Practical skill-

a. Acquiring skills which is necessary for analyzing problems, designing systems and developing appropriate methods for the microcomputer system
b. Mastering techniques for guiding people to the educational use of microcomputers

(2) In-service Teacher Training

Every item in Table 2 and the Item (1) in Table 3 are required for all teachers and leaders in every school, while the others are designed for the key-teachers in prefectures and big cities. Normally 7-10 day workshop/seminar is needed to carry out a course. At present many in-service teacher training courses are run throughout the country, putting emphasis mainly on the operation in several audio-visual education media such as films, slides, TPs, school broadcasting and TV programmes, audio tapes (LLs), computers and electro-communication. A typical 9-day course conducted by the Ministry of Education, Science and Culture in nation wide would cover a series of topics such as the following: functions of computers in teaching; consideration of lessons plans; use of spreadsheets for record keeping, databases for information retrieval, and use of graphics software in instruction; development of instructional materials and design of lessons plans; discussion of information and humanity; and a field trip to a computer related companies.

In Table 5 a training programme conducted by the Ministry in 1993 is shown in the form of itinerary, though it is rather specialized in computers and related technologies. It should be noted again that the latest version of the Training Curriculum of Audiovisual Education, which is characterized by introducing new education media like computers and telecommunication, made public in 1986 followed by the newly organized annual Workshop/Seminar, while in 1953 and in 1972 its first and second versions were published, which were indeed characterized by such media as charts, films, slides, TPs, school broadcasting and TV programmes, audio tapes (LLs), and RAs.

Table 5 Training Programme of AV Education in National Level (MOE, July 1993)

Time and Contents

Day/ Morning/Afternoon

1/ - Opening ceremony
- Special Lecture: Role of films in audiovisual education/
- Orientation, registration and briefing of the Seminar/Workshop

2/- Lecture on the present situation and issues of AVE policy/
- Lecture on the development of training curriculum on AVE media
- Exchange of information

3/- Lecture on the current trends of copyright issues and policy /
- Lecture on the development of teachers' manual for training curriculum on AVE media

4/- Lecture on the function and operation of AV centres/
- Lecture on the current trends and problems of informatics education

5/- Lecture and Demonstration on the procedure of introducing database systems
- Lecture and Demonstration on the utilization of AVE cross-media/
- Lecture and Demonstration on the development of AVE resource materials

6/- Lecture and Demonstration on the significance and utilization of telecommunication systems in education
- Lecture on the planning of training programme for computers/
- Workshop on the development of software (1)

7/- Workshop on the development of software (2)

8/- Workshop on the development of software (3)

9/- Lecture and Demonstration on the development of multimedia teaching-learning materials
- Discussion on the problems of the Seminar/Workshop/
-Closing ceremony

(Note) "AV Centres" stands for Audiovisual Centres, which make audiovisual teaching materials available to schools, social education facilities and cummunity people and are operated by the national government, apart from audiovisual libraries, which are operated by local governments.

In January 1990 there were 36 centres and 823 libraries throughout the country.

In addition to the several types of in-service teacher training programmes in line with audiovisual education offered by the Ministry and the local education boards, there are others conducted by non-profit organizations like the Matsushita Audiovisual Education Foundation, the Japan Audiovisual Education Association and so forth, which are authorized so as to follow the Curriculum issued by the Ministry. Table 6 shows courses conducted by the Matsushita Foundation in 1992, for example.

Table 6 Courses conducted by the Matsushita AVE Foundation in 1992

Course titles Objectives Times and duration

Training on To develop hypermedia materials and study three

Hypermedia on the use of computers in education (2 days each)

Annual convention To discuss the use of computers in one

on learning process in education focused on the learning (one day)

process

Training on PC as To develop software for presentation and two

an electronic blackboard study on the practical usage of computer as (2 days each)

an electronic blackboard

Training on the develop- To study the techniques of using authoring one

ment of courseware system to develop software used by students (2 days)

Training on PC as a To develop software for AVE media one

LL systems including computers so as to use them as LL (2 days)

materials for speaking English

AV Staff Training To master the usage of new education media one

for personnel in AV Centres and in schools (2 days)

Training on Video To master the utilization of video cameras in one

cameras I schools focused on school activities (2 days)

Training on Video To master the utilization of video cameras in one

cameras II schools focused on subject matters (2 days)

Training on the art To develop video materials with the use of one

idea-processors (2 days)

3 Multimedia and the Latest Trends

The continuous contribution to introduction of new media is devoting for teachers and personnel concerned to be able to make a bird's view of the trends and possibilities on the use of new media in our everyday life as well as in schools according to the two of purposes of the Bureau: the presentation of lifelong learning information contributing to better and more effective spontaneous learning of individuals, and the creation of relevant networks of various facilities concerned with lifelong learning.

In the "Report for the Promoting Audiovisual Education Utilizing New Education Media" issued by the Ministry in 1992, the multimedia and high definition television sets are considered as new education media, with a view to expect software development for multimedia system and to express the government policy for promoting the development and distribution of systems and software in schools as well as social education facilities.

In recent years, based on intensive research and development of several technologies, different kinds of many media tend to be integrated or unified into one media, which is called "Multimedia." Now in the world it can be said that every enterprise of new information technologies become activated in creating hardware as well as software concerned.

"Multimedia" is, in general, defined as "Media with which several kinds of information such as Text, Graphics, Sound, Video Images and Animation are controlled and coordinated in digital manner so that the users interact with them by not only passive observation but also active participation in searching, reconstructing and expressing the information themselves."

As a result, apart from a series of annual Audiovisual Education Training Workshop/Seminar conducted by the Ministry since 1973, in 1993 another specially designed training programme for multimedia software development named "Training Course for Multimedia Material Production" has been started, gathering 43 participants from all over Japan. Table 7 illustrates the Programme of multimedia material production course conducted by the Ministry.

Table 7 Itinerary for Training Course of Multimedia Materials Conductedby
Ministry of Education, science and Culture (MOE, Sept. 1993)

9:00 10:45 12:00 13:30 16:00 17:00

Mon. 24 Jan. 1994
- Orientation
- Lecture on current trends on learning with Multimedia
- Sharing ideas & resources

Tue. 25 Jan. 1994
- Lecture on appl. of MM to education
- Discussion on problems and issues of Multimedia
- Lecture on how to develop materials for diffusion and utilization of MM in schools
- Preparatory work/discussion in groups

Wed. 26 Jan. 1994
- Workshop(1) on the development of materials for MM
- Workshop(2) on the development of materials for MM

Thu. 27 Jan. 1994
- Workshop(3) on the development of materials for MM
- Lecture on MM and copyright

With this recognition, education environment will be dramatically forced to be changed in terms of both educational method and content. In June 1994, "Teacher's Guidebook on the Production and Utilization of Multimedia in Primary and Lower Secondary Schools" will be published for promoting the development and utilization of multimedia both in schools and in enterprises in Japan, which have been developed several series of films, slides, videos and so forth. Because of this publication and promotion several kinds of past materials will be taken over by multimedia.

In Japan there are three main groups of researchers which have been initiating this new trend, namely Osaka University group, International Christian University group and NHK (the Japan Broadcasting Corporation) group, while in the United States of America several groups of researchers are there such as those in Carnegie Mellon University, in Furman University, in Ohio State University, in St.Louis University, in University of Illinois etc. and in the United Kingdom those in St. Andrew University, as examples.

Regarding the development of software used with multimedia system, the author, as one of the project member both in NHK group and International Christian University group, proposes the procedure for software development; namely (1) to form a development team, (2) to expand initial idea and gather related resources in orde to develop the idea, (3) to synthesize the related resources in the format of text, graphics, sound, video images, films, still pictures, and so forth, (4) to develop specification form, (5) to programme, (6) to develop user's manual, (7) to conduct trials with peer students and evaluate them, (8) to revise document concerned, (9) to disseminate the material as a package, and (10) to conduct teacher training, while six goals are proposed by NHK group as shown in Table 8.

In addition, in 1993 "A Manual for Training Audiovisual Education Media for Trainer Use" is made in public, while in 1992 the Ministry has been started the Two-year Plan for Research and Development of Software in Multimedia System: seven schools and three institutions are assigned in 1992 as pilot sites, and in 1993 twenty-three schools and five institutions has been added.

Table 8 Goals for Developing Multimedia Materials (NHK, 1992)

(1) To integrate: Combining several pieces of information simultaneously, and integrating

information in different formats.

(2) To search: Picking up pieces of information freely through a random access function with

computer, LD, CD-ROM and/or other video equipment.

(3) To analyze: Grasping the facts accurately.

(4) To simulate: Creating a sense of reality.

(5) To express: Reading things in different ways, and switching materials before editing.

(6) To create: Developing and creating new phrases of situation.

Further, the Japanese Ministry of Education, Science and Cul ture has been devoting in creating the computer networking system called "Campus Networking." It links the National Centre for Scientific Information System (NACSIS), which is established and functioned in 1986, with seven national universities. Under these seven universities almost all the centres for information processing and libraries attached to universities and colleges throughout Japan, as well as the National Science Foundation in US and the British Library in UK, are connecting each other for retrieving information from databases, exchanging electronic mailing and high speed facsimile messages, so that faculty members in each university are able to join the networking with their personal computers which are connected to peripherals like modem, CD-ROM, MO to create their own multimedia materials. As of March 1993, 38 databases are available at low cost within Japan.

4 Conclusions

In addition to books, newspapers, radios, television sets and other traditional information media, such new media as computers, advanced information networks, satellite communications, and satellite broadcasts have been rapidly developing as a result of the dramatic advancement of electronic technology. These new media have been utilized not only in business and industry but also in government services, in medicine, in education, and even in family life. Thus new information media have rapidly spread in various sectors of society.

In coping with the revision of course of study, which is announced in 1989, the Japanese Ministry of Education, Science and Culture started in 1990 the Five-year Plan for distributing computers into public schools, which says by 1994 every lower secondary school will own 22 computers and every elementary 2 or 3 computers. In 1993, however, the Ministry, cooperating with local governing board, announced new policy saying that 22 computers in elementary schools and 42 in lower secondary schools. With regard to implementing this new policy 100% of budget needed will be available if schools introduce computers as a networking system together with the reconstruction of compute room.

In short, as far as school education under the stream of lifelong education is concerned, the government and local education boards will be expected to promote and strive to help all the people and institutions concerned consider implement and evaluate the following, in order to cope adequately with such changing society caused by multimedia: the improvement of the curriculum related to information science and technology; the provision of equipment; the enrichment of the in-service training and pre-service education of teachers; and the cooperative research and development activities in several model software which enhance teaching and learning process with industries or other external organs to develop and utilize multimedia.

References

(1) OECD (1985), Education in Modern Society, Organization for Economic Co-operation and Development, Paris, France.
(2) Jonassen, D.H. and Mandl, H. (eds.) (1990), Designing hyper media for learning, Springer Verlag, New York, USA.
(3) Ministry of Education, science and Culture (1991), Outline of Education in Japan, Ministry of Education, Science and Culture, Tokyo, Japan.
(4) SHINOHARA, Fumihiko (1991), Current Trends and Prospects on Science Education in Lower Secondary Schools in Japan: Revision of Course of Study in Science Education, Journal of Science and Mathematics Education in S.E. Asia, Vol. XIV, No.1, SEAMEO-RECSAM, Penang, Malaysia.
(5) Japan Council of Educational Technology Centres(1993), Final Report of Tokyo Seminar-1993, Unesco Japan, Tokyo, Japan.
(6) SHINOHARA, Fumihiko (1993), Discussion on the Basic Ideas Underlying the Revision of the Elementary School Course of Study in Science in Japan, Journal of Science and Mathematics Education in S.E. Asia, Vol. XVI, No.1, SEAMEO-RECSAM, Penang, Malaysia.

Appendix I

The Law of Standard Number of Teaching Aids

(Ministry of Education, Science and Culture, 1992 - revision of 1978 version)

Table A Kinds and Standard Number of Teaching Aids- Elementary Schools - (MOE, 1992)

(School size)

S M L

1) Chart Display Devices 1 2 3
2) Slide Projectors 1 2 4
3) Videodisk Players (LD/VHD etc) 1 2 3
4) 16mm Film Projectors 1 1 1
5) OHPs 6 19 37
6) Material Projection Devices 1 2 3
(including Video Projectors etc)
7) Projection Screens 6 22 41
8) Compactdisk Players 1 3 4
(including Portable record players etc)
9) Soundtape Recorders 12 21 25
(including Radio Cassettes, Microphones etc)
10) Individualized Learning Devices 12 21 25
11) TV sets (including satellites) 8 23 41
12) Videotape Recorders (including Still VCRs) 8 23 41
13) Video Cameras 1 2 3
14) Portable Amplifiers 1 3 4
15) Transceivers 1 3 4
16) Copy Machines 1 1 1
17) TP Sheet Production Devices 1 3 4
18) VCR Editing Machines 1 1 1
19) Still-picture Cameras 1 2 2
20) Radio Sets 2 2 10
21) School Broadcasting Systems 1 2 2
22) Slides 160 200 260
23) Compactdisks (including Records) 190 250 340
24) Transparencies 160 200 260
25) Videodisks 160 200 260
26) 16mm Films 2 3 3
27) Recorded sound Tapes 160 200 260
28) Video Tapes 80 120 180
29) Charts 30 50 80
30) Scalers 5 15 30
31) Stopwatches 6 12 21
32) Activity Planning Boards 2 3 4
33) Bulletin Boards 2 6 10
34) Simulators for Traffic System 1 1 1
35) Printing Devices 1 2 2
36) Word Processors 2 4 6

(Notes)

(1) School size M means School with 18 classrooms(standard size)

S less than 17 classrooms

L more than 19 classrooms.

(2) Budget will be prepared by local education board in 1/2 and

amended by the Ministry of Ed. in 1/2.

Table B Kinds and Standard Number of Teaching Aids- Lower Secondary Schools - (MOE, 1992)

(School size)

S M L

1) Slide Projectors 1 3 4
2) Videodisk Players (LD/VHD etc) 1 3 4
3) 16mm Film Projectors 1 1 1
4) OHPs 6 16 34
5) Material Projection Devices 1 2 3
(including Video Projectors etc)
6) Projection Screens 6 19 37
7) Compactdisk Players 1 3 4
(including Portable record players etc)
8) Soundtape Recorders 13 24 30
(including Radio Cassettes, Microphones etc)
9) Individualized Learning Devices 13 24 30
10) TV sets (including satellites) 8 20 39
11) Videotape Recorders (including Still VCRs) 8 20 39
12) Video Cameras 1 2 3
13) Portable Amplifiers 1 3 4
14) Transceivers 2 4 5
15) Copy Machines 1 1 1
16) TP Sheet Production Devices 1 3 4
17) VCR Editing Machines 1 1 1
18) Still-picture Cameras 1 1 1
19) Radio Sets 1 3 6
20) School Broadcasting Systems 1 2 3
21) Slides 160 200 260
22) Compactdisks (including Records) 270 350 470
23) Transparencies 160 200 260
24) Videodisks 160 200 260
25) 16mm Films 4 4 6
26) Recorded sound Tapes 160 200 260
27) Video Tapes 130 170 230
28) Scalers 5 15 30
29) Stopwatches 5 15 30
30) Activity Planning Boards 1 3 4
31) Bulletin Boards 1 3 4
32) Blackboards 4 6 8
33) Simulators for Traffic System 1 1 1
34) Word Processors 1 2 3
35) Printing Devices 1 3 3

(Notes)

(1) School size M means School with 10 classrooms(standard size)

S less than 9 classrooms

L more than 11 classrooms.

(2) Budget will be prepared by local education board in 2/3 and amended by the Ministry of Ed. in 1/3.

Appendix II

Transitions in Ownership Rates for SpecifiedAudiovisual Education Equipment (1980-1989-1992)

(Ministry of Education, Science and Culture: "Report on the Survey on Audiovisual Education Equipment and Materials in Schools and Social Education Facilities - 1980, 1989 and 1992")

(%)

Appendix III

Audiovisual Education Media Training Curriculum Standards

(Ministry of Education, Science and Culture, 1990 - revision of 1972 version)

a. General Provisions

1. The goals of the Audiovisual Education Media Training Curriculum Standards are designed not just to allow those involved in education to become familiar with the previous educational media but, from the viewpoint of the achievement of educational goals, to also acquire the ability to systematically use the media within the overall educational framework and, in addition to preparing people to be apply organic combinations of the various educational media, to also develop those qualities and abilities expected of leaders in audiovisual education.

2. It is expected that, whenever planning to improve or develop training programmes in the field of audiovisual education, these standards will be used as a guide by personnel attached to boards of education, social education facilities, schools and other organizations involved in audiovisual education, as well as by private individuals who are similarly involved.

3. The items outlined in these standards are separated into two sections : "Training Curriculum I" and "Training Curriculum II".

The content of "Training Curriculum I" is centered around the basic knowledge and skills required for handling the various educational media. This is to include the sum of knowledge and skills related to the educational media which should be required of all social education facility employees, teachers and private directors and guidance personnel.

The content of "Training Curriculum II" is that required for the development of practical leadership in audiovisual education at the regional level. This is to include the sum of knowledge and skills related to training and guidance in educational media which should be required of all directors of social education, guidance directors, audiovisual library employees, and those who are in a position to promote regional audiovisual education or to plan and/or manage training in audiovisual education.

In particular, "Training Curriculum II", in addition to embracing development of those qualities and abilities required of personnel directly involved in training in audiovisual education, also includes a broad range of knowledge and skills related to planning such training, ways of developing regional educational media, and management and directing of audiovisual centres and libraries.

4. For these standards, the sections on general theory included at both levels are designed to deal with new directions in educational media and to highlight the pedagogical significance of applying educational media to instruction.

5. When using the standards in planning training programmes, the backgrounds of those taking the training should be taken into consideration. Furthermore, when selecting the content to be presented, attention should be given to other programmes related to audiovisual education which may have been presented within the same region as well as to the actual situation in relation to the availability of equipment.

6. Because a great deal of time would be required to present the entire contents of Training Curriculum I within a single training session, it is intended that the contents will be divided into training by types of educational media or by the levels of experience of those undergoing the training and spread purposefully over a period of two to three years. Further, attention should be given to possibly permitting those who will be attending the training to select from a variety of programmes.

7. Training Curriculum II concentrates upon the development of leaders in audiovisual education and, of presentation as an intensive programme is possible, attention should be given to covering it in its entirety within one year.

While the "Basic Course" is designed primarily for use at the prefectural or designated city (metropolitan area) level, it is also anticipated that those cities, towns and villages maintaining audiovisual centres will also be able to implement Training Curriculum II as appropriate.

b. Areas for Training

1) Training Curriculum I (Basic Knowledge and Skills for Various Education Media)

2) Training Curriculum II (Knowledge and Skills for required Conducting Training)

a) Basic Course

b) Specialist Course

(Author's Note: This paper is originally written for APEID Tokyo Seminar-1994 in Tokyo Japan)

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