Why Have Cities Become Filled with Cram Schools? Thinking About the Original Roles of Schools, Cram Schools, and Families

Recently, I noticed something while walking around town.

When a store that had been in business for many years closes, the site is increasingly becoming a cram school rather than a convenience store or restaurant.
There are cram schools of all sizes not only in front of stations but also in residential areas, and it is not rare to be surprised by finding a cram school in such a place.

Of course, the number of children is decreasing due to the declining birthrate. Nevertheless, the fact that cram schools continue to increase suggests that many families need learning outside of school.

So, why has school alone become insufficient?

Is it because school classes have gotten worse?
Or is it because the academic ability of children has declined?

I believe the cause lies in something much larger.

When I was a child, and even 50 years ago, schools looked quite different from how they do today.
Classes were centered on cramming knowledge, and it was standard to copy what the teacher wrote on the blackboard into notebooks and learn all together.
After that, there was a major shift in direction toward 'yutori education' (relaxed education), and now we have moved to an education style called 'post-yutori'.

However, while the educational content has changed, the roles that schools are expected to fulfill have continued to increase year by year.
In addition to academic guidance, teachers are now required to handle life guidance, career counseling, responses to bullying and school non-attendance, cooperation with parents, ICT education, and special needs education, making the work required of them incomparably greater than before.

As a result, it has become difficult in reality to provide careful supplementary lessons to each student after school or to spend time responding to career consultations as was done in the past.
It could be said that cram schools have developed to compensate for that shortfall.

However, I do not think we should simply consider this situation as 'the power of schools has declined'.
Rather, isn't it the result of the roles of schools, cram schools, and families themselves changing in line with changes in society?

I have previously thought about the essence of learning in the 'Learning Textbooks That Schools Don't Teach' series, such as 'learning is understanding, not memorization' and 'how to learn is more important than study time'.

Learning is not something that is originally completed in just one place.
Schools have the role of schools, cram schools have the role of cram schools, and there are roles that only families can fulfill.
Understanding those differences leads not only to thinking about 'how to improve grades' but also to thinking about 'how people grow'.

In this article, using the simple question of why cram schools have increased in cities as an entry point, I would like to think about what roles schools, cram schools, and families should originally play, and what 'learning' should be like in the coming era.

<Chapter 1: Why Have Cram Schools Increased So Much?>

Recently, we have come to see cram schools not only in front of stations but also in residential areas and shopping streets.
It is not rare to see a place that used to be a greengrocer, bookstore, or clothing store turn into a cram school before one knows it.

On the other hand, in Japan, the birthrate is declining, and the number of children is decreasing year by year.
'Why are cram schools increasing even though the number of children is decreasing?'
Isn't this a question that many people have felt at least once?

Actually, this phenomenon is not a simple story of 'cram schools being trendy'.
It is the result of the existence of cram schools becoming necessary due to changes in society.

(What is required of education has changed)

In the past, many people graduated from junior high school or high school and went to work. However, today, going on to high school has become almost standard, and it is an era where many people go on to universities or vocational schools.
If the number of people going on to higher education increases, naturally, competition called entrance exams also arises.

In entrance exams, it is necessary to efficiently improve academic ability within a limited time.
Therefore, the demand for cram schools that provide guidance tailored to each individual's goals and academic ability has increased.

In other words, cram schools have developed as an existence that complements the purpose of 'entrance exams' that school education cannot fully handle.

(From 'everyone is the same' to an era of 'everyone is different')

At school, one teacher teaches 30 to 40 children/students at the same time.
Therefore, classes inevitably proceed at the pace of the entire class.

However, children's level of understanding differs for each individual.
There are children who can understand once they hear it, and there are children who can only be convinced after hearing the explanation repeatedly.
Their strong subjects and weak subjects are different, and their aimed career paths are also different.

Individual guidance cram schools and small-group guidance cram schools have increased to respond to such individual differences.

'Learning tailored to that child', which became difficult at school, has become available at cram schools.
The fact that society as a whole has come to demand 'education tailored to each individual' is also one of the major reasons why cram schools have increased.

(Family environments have also changed significantly)

Another thing that cannot be overlooked is the change in families.

In the past, there were many families where parents or grandparents were at home when children returned, and they would look at homework or teach them studies.

However, today, the number of dual-income families has increased, and many children spend their after-school hours alone.
Parents are also busy with work, and it is not easy to look at their studies every day.
Therefore, the number of families who think 'let's have the cram school look at their studies' has increased.

Cram schools do not just teach studies.
They have also come to play the role of a place where children acquire the habit of studying at a set time.

(The reality that school alone cannot handle)

Of course, there are people who think 'schools should just teach more'.
However, that is not an easy thing to do considering the current situation of schools.

Teachers have many jobs, not just teaching, but also student guidance, career guidance, parent correspondence, club activities, school events, ICT education, and special needs education.
The leeway to spend time on supplementary lessons for each individual after school like in the past is limited in reality.

In other words, it is not that schools are lazy, but as a result of the roles that schools play expanding significantly, schools alone can no longer handle everything.

(Cram schools increased because society changed)

It is not accurate to think that the reason cram schools increased is 'because school education became worse'.
Also, it is not a simple story of 'because parents stopped looking at their children's studies'.

As a result of the social system changing, the way families are changing, and the roles required of schools changing significantly, an existence to fill the gap became necessary.
That is what cram schools are today.

In other words, I believe that the increase in cram schools is not a failure of education, but the result of educational roles being shared in line with changes in society.

Then, within that division of roles, what role should schools originally play?

<Chapter 2: What is the Purpose of School Education—What Do Schools Exist For?>

'School is a place to teach studies.'
Many people would answer that way.

Of course, that is not wrong.
However, that alone cannot sufficiently explain the existence of school.

If the purpose of school were 'only to teach studies', it would be enough for each individual to take online classes at home or receive individual guidance at a cram school.

Even so, we go to school because school has important roles that cram schools and families do not have.

(School is an educational institution 'for everyone')

School is a public educational institution established so that anyone can receive education equally.

It is not just for children with good grades or children who like studying.
Children who are good at it, children who are not, children whose future dreams are decided, and children whose dreams are not yet decided, all learn in the same classroom.

That is why schools cannot conduct classes tailored to just one person.
It is necessary to proceed with classes while looking at the entire class so that many children can understand.

In that sense, the role of school lies in 'guaranteeing basic academic ability for everyone' rather than 'stretching one person'.
School is a place to build the foundation necessary to live in society.

(What we learn at school is not just textbooks)

At school, we learn Japanese, math, English, and science.
However, what we are really learning is not just the content of the textbooks.

Keeping time.
Cooperating with friends.
Discussing with people who have different ideas from oneself.
Following rules.
Encouraging friends who failed.
Conveying one's own opinions.

These experiences are the very powers that become necessary after going out into society.

In companies and local communities, we work while cooperating with various people.
School is also a place to experience that small society.

If it were just studying, one could do it alone.
However, there are powers that can only be acquired through interaction with people.
That is the great value of school education.

(Is school not a place to teach 'understanding'?)

In my "Textbook for Learning That Schools Don't Teach" series, I have conveyed that learning is about understanding, not memorization.
So, do schools not teach understanding?

That is not the case.
School teachers also conduct their classes with the hope that children will understand.
However, as long as one teacher is teaching around 30 students within a limited class time, it is realistically difficult to wait until each individual fully understands.

Classes proceed according to the pace of the entire class.
Both the children who have understood and those who have not yet fully understood must move on to the next unit.
This is not due to a lack of effort by the teachers, but rather a limitation inherent in the school system itself.

That is precisely why I believe that "learning to understand" should not be left entirely to schools, but must also be cultivated by oneself.

(The role of schools has become far broader than in the past)

Schools today have many roles that they did not have in the past.

The content of education is expanding year by year, including responses to bullying and school non-attendance, consideration for children who need special support, classes utilizing ICT equipment, disaster prevention education, career education, and information ethics education.

Furthermore, the responsibilities that schools bear, such as coordination with parents and cooperation with the community, continue to increase.

Teachers have many tasks other than teaching.
Therefore, things like "providing individual guidance every day after school to children who do not understand" have become difficult in reality.

Because the roles of schools have increased, the time a single teacher can spend with each individual child is inevitably limited.

(We must not be mistaken about what we ask of schools)

Schools are not places that raise children to be all-knowing.
Schools alone cannot take on everything, including academic ability, humanity, lifestyle habits, and career paths.

Schools have their own roles.
That role is to build the foundation for living in society and to create an environment where children can learn together and grow together.

That is why it is important not to demand everything from schools alone, but to correctly understand what can be done at school and what is difficult to do at school.

So, what role do cram schools play in covering the parts that schools cannot?

<Chapter 3: What is the Role of Cram Schools? - An Existence That Takes On What Schools Cannot>

"Even though there is school, why is it necessary to go to a cram school?"
Many people would answer this question by saying, "Because it's for entrance exams."

Of course, that is one reason.
However, current cram schools are not just places to study for entrance exams.

They have greatly expanded their role into entities that supplement the parts that schools cannot handle and provide learning tailored to each individual.

Although schools and cram schools may look like the same "places to teach study," their purposes are vastly different.

(Schools are for "education," cram schools are for "academic improvement")

Schools aim to have all children acquire basic academic ability and social skills.
On the other hand, the purpose of cram schools is to "achieve goals."

I want to pass the school of my choice.
I want to overcome my weakness in mathematics.
I want to make English a strong subject.
I want to raise my scores on regular tests.

A major feature of cram schools is that they can change learning content according to each individual's purpose.
If schools are places that provide "education for everyone," then cram schools can be said to be places that provide "learning support for each individual."

(Learning tailored to each individual is possible)

In my previous articles, I have conveyed many times that "if you memorize without understanding, you will forget it immediately."
Learning that truly builds ability is thinking for yourself and understanding, saying, "I see, that's what it means."

However, because classes at school proceed according to class time and the pace of the entire class, it is impossible to wait until everyone fully understands.
In that respect, at a cram school, you can change explanations according to each individual's level of understanding and answer questions as many times as needed.

If you don't understand, you stop; if you understand, you move on.
This flexible way of learning is a strength unique to cram schools.

In other words, cram schools are not just places to make students solve problems, but also play the role of "a place to accompany them until they understand."

(Cram schools are also places that support "study habits")

Cram schools have one more important role.
That is to create study habits.

"I can't concentrate at home."
"I don't know where to start."
"I can't keep studying alone."
There are by no means few children like this.

Going to a cram school on a fixed day at a fixed time and sitting at a desk.
Submitting homework and having the teacher check it.
That accumulation becomes the trigger for acquiring the habit of studying.

Of course, originally, the home also plays an important role in creating this habit.
However, in modern times, there are cases where it is difficult to support it only at home, and cram schools have come to supplement a part of that.

(That does not mean that cram schools can replace schools)

There is something we must not misunderstand here.
No matter how fulfilling the guidance at a cram school may be, it cannot replace school.

Cram schools are good at improving academic ability.
However, the experience of learning cooperation in group life, encountering diverse ways of thinking, and growing with peers through school events and club activities is something that can only be obtained because it is school.

Also, cram schools are basically "educational services used by those who need them."
On the other hand, schools are public educational institutions that guarantee the right of all children to receive education equally.
Their roles and missions are completely different.
Schools and cram schools are not competitors; they each play different roles.

(The protagonist of learning is the child themselves)

Through the "Textbook for Learning That Schools Don't Teach" series, I have conveyed that "learning how to learn" is the most important thing.
No matter how excellent a school you attend, or how reputable a cram school you go to, if the person themselves does not try to "understand" or "think," it will not become true learning.

Both schools and cram schools are environments that support learning.
However, the one who actually learns is the child themselves.

Do not leave things you don't understand as they are; research, think, and understand for yourself.
That attitude is the learning ability that will be useful for a lifetime.

A cram school can be a reassuring partner for cultivating that ability, but it cannot replace the learning itself.
That is why it is important not to think "I'm safe if I go to a cram school," but rather "how to utilize the cram school."

So, while schools and cram schools play their respective roles, what role does the home have?

<Chapter 4: The Role of the Home Has Changed the Most - A Place to Build the Foundation for Children's Learning>

I have been thinking about schools and cram schools, but I think the thing that has changed the most is the "role of the home."

When talking about education, topics tend to become "schools are bad" or "cram schools are too expensive," but in fact, the environment surrounding the home has also changed greatly in the last 50 years.

And that change is also having a major impact on schools and cram schools.

(The home of the past and the home of today are very different)

When I was a child, it was not uncommon for parents or grandparents to be at home when I returned from school.
I could do my homework before dinner or ask my parents about things I didn't understand.

Of course, this was not the case for every family.
However, I feel that the time spent watching over children at home was longer than it is today.

On the other hand, today there are more dual-income families, and the nuclear family structure has become more common.
Parents are busy with work and housework, and children lead busy daily lives with lessons and club activities.
It is not that parents have become indifferent to education.
In fact, many families care even more about their children's future than in the past.
It is just that it has become difficult to secure time to face their children.
As a result, cram schools have begun to take on some of the learning support that families used to provide.

(There is education that only a family can provide)

So, what is the role of the family?

I do not believe it is to "teach school subjects."
Of course, it is wonderful if you can help with studies.
However, it is not necessary for parents to be able to teach every subject.

The role that a family should truly fulfill isto build the foundation for learning.

For example:
・Living a regular life.
・Eating a proper breakfast.
・Getting enough sleep.
・Developing a habit of reading.
・Cultivating the attitude of "let's look up what we don't understand."
・Acknowledging and encouraging effort.

These things cannot be taught sufficiently at cram schools or schools.

This is because they are things that are acquired little by little in daily life.
Academic ability is not determined by knowledge alone.
Academic ability grows only when there are lifestyle habits, study habits, and the desire to learn.

(Learning begins at home)

I have repeatedly stated that "understanding is true learning."
So, where is the attitude of "trying to understand" nurtured?
Is it at school?
Is it at a cram school?

Of course, both are important.
However, the foundation of the feelings of "I want to know," "I want to try," and "Let's think about it" is often nurtured through casual conversations and experiences at home, isn't it?

"Why is the sky blue?"
"What is the name of this flower?"
"What does that mean, what they said on the news?"
The experience of thinking about or looking up such questions from children together teaches them the joy of learning.

The home is not a place to raise test scores.
It is a place to nurture the heart that feels "learning is interesting.".

(The family is the child's biggest supporter)

Children do not grow only through success.
They also fail, feel down, and lose confidence.
At such times, the presence of someone who says, "Let's do our best next time" or "Your efforts were not in vain" becomes a great support.

School teachers and cram school teachers also support them.
However, the family is the one that can watch over a child's growth for the longest time.

Instead of evaluating only the results, acknowledge the effort and the challenge itself.
That accumulation nurtures the child's self-esteem and becomes the strength to "try again."

(Families, schools, and cram schools must not confuse their roles)

In recent years, I have heard the idea that "schools should teach more" or "it's safe if I send them to a cram school."

However, each has its strengths and weaknesses.
School is a place to nurture the foundation for living in society.
Cram schools are specialists that support each individual's goal achievement.
And the home is a place to build a foundation where children can learn and challenge themselves with peace of mind.

If you confuse these roles, you end up with the mindset that "the school should do everything" or "it's okay because they go to a cram school," and you end up leaving things that should be nurtured at home to the outside.

The role that the family should fulfill has not become smaller than in the past.
Rather, I feel that it has become even more important than before in the sense of supporting children's hearts and nurturing the power to keep learning.

School, cram school, family.
These three are each indispensable.
However, their roles are by no means the same.
That is precisely why understanding each other's roles and complementing each other leads to the best education for children.

<Chapter 5: The work of schools has become different from 50 years ago—Why have teachers become so busy?>

"Teachers in the old days faced each child more."
I sometimes hear such stories.

Certainly, looking back on when I was a child, I remember that if I went to ask a teacher a question after school, they would teach me carefully, and they would also take time to consult with me about my career path.

However, that was not because the teachers had free time.
It is because the amount and content of the work that teachers today are responsible for have changed significantly compared to that time.
It is not fair to simply compare the past and the present and conclude that "teachers in the past were more enthusiastic" or "teachers today are cold."

First, let's look at how schools have changed over the past 50 years.

(The work of teachers in the past was centered on "teaching")

Of course, teachers 50 years ago also had busy jobs.

Preparing for classes, making tests, grading, managing classrooms, and guiding club activities.
It was by no means an easy job.
However, the center of the work was ultimately "teaching."

When class was over, they could relatively secure time to explain to students who came to ask questions about things they didn't understand, or to listen slowly to their career plans.
It can be said that it was an era where the image of a teacher as a "person who teaches" was strong.

(Modern schools cannot function with "education" alone)

However, today, the roles required of schools have expanded significantly.
It is not just classes and tests.

Dealing with bullying.
Support for school non-attendance.
Special needs education.
Dealing with children connected to foreign countries.
Classes utilizing ICT equipment.
Information ethics education.
Disaster prevention education.
Career education.
Interviews and consultations with parents.
Collaboration with the community.
Preparation for school events.
Safety management.
Mental care for children.

Each of these has come to be required of schools by society.
All of them are important tasks.
However, the burden on teachers continues to increase accordingly.
The era where "teachers only need to teach classes" is no longer here.

(The reason why "individual response" has become difficult)

"In the old days, they would teach me after school."
Some parents might feel that way.

However, it is not that the teacher does not want to teach.
It is becoming difficult to secure time to teach.

Even after class is over, there are meetings, teaching material research, parent correspondence, and preparation for the next day.
If you talk to one child for 30 minutes, it becomes 5 hours for 10 children.
Even if they have the desire to spend enough time on each individual, there is a limit in reality.

School teachers have not lost their enthusiasm for children.
The work has increased to the point where it cannot be solved by enthusiasm alone.

(It is not an era where schools should take on everything)

I do not think schools have become worse.
Rather, isn't it that as a result of schools having too many roles expected of them by society, they are no longer able to devote enough time to what they were originally good at?

That does not mean I want to say that we should lighten the responsibility of schools.

What is important is not to think that "schools should solve everything."

Study support can be supplemented by cram schools.
Lifestyle habits and emotional support can be handled by the family.
The local community can also watch over children's growth.
Education is no longer something that only schools do, but has changed into something that is supported by society as a whole.

(Things to think about before blaming schools)

When a child's grades do not improve, people sometimes think, "The school's way of teaching is bad."
But is that really the case?

Schools provide education fairly to many children within a limited amount of time.
That role has not changed, neither now nor in the past.

On the other hand, due to changes in society, the work required of schools has increased many times over.
If you know that reality, you can see that the idea of "leaving everything to the school alone" is unreasonable.

Schools are important places that show us the entrance to learning.
However, in order to deepen that learning, solidify it, and turn it into one's own strength, it is essential to have not only schools, but also cram schools, families, and above all, the individual's own proactive attitude toward learning.

The era of thinking of education as the sole responsibility of schools is over.
From now on, wouldn't it lead to the best education for children if each party understood their role and supported one another?

<Chapter 6: From Cramming Education to Yutori (Relaxed) Education, and Then Post-Yutori Education—What Has Education Been Aiming For?>

When talking about Japanese school education, many people have likely heard the terms "cramming education," "yutori education," and "post-yutori education."

These three are not merely differences in educational systems.
They reflect society's thinking at each time about "what we want children to acquire."

And by tracing those changes, we can also see why schools alone became unable to support learning and why cram schools became necessary.

(The Era of Cramming Education)

When I was a child, "acquiring as much knowledge as possible" was the center of education.

In class, the teacher taught, students took notes, and they repeatedly solved problems to memorize them.
On tests, students were evaluated on how accurately they could write down the knowledge they had memorized.

Japan at that time was in an era of high economic growth, society as a whole was developing, and human resources with a lot of knowledge and skills were in demand.
Therefore, teaching a certain amount of knowledge efficiently to many children was an important role of the school.

However, on the other hand, issues such as "memorization is emphasized over thinking skills" and "entrance exam competition is too intense" also began to be pointed out.

(What Yutori Education Aimed For)

"Yutori education" began as a reflection on these issues.

The idea was to reduce class hours and learning content, and in return, increase the time for children to think and experience things for themselves.
The goal was to foster "zest for living" rather than cramming in knowledge.

I do not think this way of thinking itself was wrong at all.
In fact, you cannot be active in society just by memorizing knowledge.
The ability to think, judge, and act for oneself will become increasingly necessary in the coming era.

However, changing the system also created new issues.
Voices grew louder saying, "Aren't basic academic skills not being sufficiently acquired?" due to anxiety over declining academic ability caused by reduced learning content and the results of international academic surveys.

(Classes Returned with Post-Yutori Education. But Time Did Not Return)

After that, Japanese education steered toward "post-yutori education."
Class hours increased, and textbook content became more substantial than before.
It returned to the direction of firmly acquiring basic academic skills.

However, there is one big problem here.
Class hours increased.
The content to be taught also increased.
However, the work of teachers has not decreased.
Rather, as we saw in the previous chapter, the roles that schools bear have increased even further.

In other words, while "classes have returned to how they were in the past," "schools have not been able to return to the past."
Isn't this the most important point when thinking about current education?

(Learning Does Not Change Just by Changing the System)

Educational systems change to match the times.
However, if the system changes, does children's learning automatically change as well?

I do not think so.
No matter how good a system is created, if the "person learning" does not try to understand, it will not become true learning.

I have been telling you until now that "learning is understanding, not memorization."
I believe this is an essence that does not change, whether it is cramming education, yutori education, or post-yutori education.

Knowledge is not something to be memorized; it only becomes your own strength once you understand it.
It is important for schools to change.
It is also necessary to improve the way teachers work.
However, what is even more important is for the children themselves to know "how to learn in order to understand."

(What Is Necessary for Future Education)

I believe that the era where any one of schools, cram schools, or families bears the burden of education is over.

Schools are places to foster the foundation for living in society.
Cram schools are places to support learning according to each individual's goals and level of understanding.
Families are places to foster the attitude of continuing to learn and lifestyle habits.
And at the center of that is the child themselves, who learns proactively.

Educational systems will continue to change.
With the spread of AI and the development of digital technology, the way we learn should also change further.
However, no matter how much the times change, the essence that "understanding is true learning" will not change.

What schools teach, "what to learn," is of course important.
But what becomes an even greater lifelong asset is knowing "how to learn," isn't it?
If you have that power, even after graduating from school, you can continue to learn on your own and survive in a changing society.

<Chapter 7: The Ideal Division of Roles—What Should Schools, Cram Schools, and Families Bear?>

Up to this point, I have thought about the roles of schools, cram schools, and families respectively.

I have found that the background to the increase in cram schools in cities is deeply related not only to changes in school education, but also to changes in society and the family environment.

Then, in the coming era, what kind of roles is it ideal for each to bear?
I believe that it is most important to "fulfill the roles that only each can perform," rather than debating "which is the most important."

(The Role of Schools Is to Build a "Foundation for Learning")

Schools are public educational institutions where all children can receive an equal education.

Their role is not just to win at entrance exams.
Acquiring basic academic skills.
Learning the rules of society.
Cooperating with friends.
Understanding different ways of thinking.
Fulfilling responsibilities within a group.

In other words, schools are places to foster the "foundation for living in society."

Because that foundation exists, it leads to subsequent specialized learning and success in society.
Schools have an important mission that cannot be replaced by anything else: "to guarantee learning opportunities for all children."

(The Role of Cram Schools Is to "Develop Each Individual's Potential")

On the other hand, cram schools bear a different role from schools.

Creating a study plan according to each individual's goals.
Studying weak subjects intensively.
Preparing for entrance exams.
Repeating explanations until they are understood.
Such "individually optimized learning" is a value that can only be provided by cram schools.

However, cram schools are not a substitute for schools.
What cram schools foster is mainly academic ability.
Cram schools alone cannot foster human relationships, social skills, or the skills acquired through group life.
That is precisely why schools and cram schools should not be entities that compete, but entities that complement each other.

(The Role of Families Is to Foster the "Power to Continue Learning")

I believe that the family has the most important role of all.

That role is not 'teaching academics'.
It is to create an environment where children can challenge themselves with peace of mind.

Living a regular, disciplined life.
Reading books.
Having conversations as a family.
Acknowledging effort.
Encouraging them even when they fail.
Thinking together about 'why things are the way they are'.

This accumulation of experiences fosters the feeling that 'learning is fun' and 'it is interesting to know new things'.
That feeling cannot be nurtured by school classes or cram school studies alone.
It is the driving force for lifelong learning that can only be cultivated by the family.

(There is no need for all three parties to do the same thing)

When schools, cram schools, and families all try to teach academics, their original roles become obscured.

Schools should do what only schools can do.
Cram schools should do what only cram schools can do.
Families should do what only families can do.
By each fulfilling their respective roles, the overall education system achieves balance.

Conversely, placing excessive expectations on a single institution creates strain somewhere.
'Schools should teach everything.'
'I can rest easy if I send them to a cram school.'
'I have to manage everything at home.'

With this mindset, the best environment for a child cannot be created.
Isn't it important for each to understand their own role and cooperate with one another?

(The protagonist of learning is the child themselves)

And there is something we must not forget.
Schools, cram schools, and families are all entities that support a child's learning.
However, the one who actually learns is the child themselves.

No matter how enthusiastically a teacher teaches or how much a parent supports them, true learning does not begin unless the individual themselves thinks, 'I want to understand' or 'I want to grow'.

Conversely, if that attitude is nurtured, everything—school, cram school, books, or the internet—becomes learning material.

We are no longer in an era where we are just taught knowledge.
It is an era where we are asked how we understand and utilize that knowledge.

That is precisely why we must correctly understand the roles of schools, cram schools, and families, while never forgetting the importance of 'learning how to learn'.

This is exactly what I want to convey in my 'Learning Textbooks That Schools Don't Teach' series.
Learning at school is, of course, important.
Learning at a cram school is also a great strength.
Support from the family is also indispensable.
However, what turns all of these into true power is the 'ability to learn and understand for oneself'.
Isn't that the true power of learning that will be useful for a lifetime, even after graduating from school?

<Chapter 8: Schools, Cram Schools, and Families Are Not Competitors, But a Team Supporting a Child's Growth>

'I'm going to a cram school because the school's teaching is bad.'
'I don't need school because I'm going to a cram school.'
'I don't need a cram school if I teach them properly at home.'
I sometimes hear opinions like these.

However, I feel a bit uncomfortable with this way of thinking.
Schools, cram schools, and families are not entities that fight over each other's roles.
I believe they are like a 'team' where each takes on a different role to support a child's growth.

(Thinking about 'who is to blame' does not help a child grow)

When a child's grades do not improve as expected, one wants to find the cause somewhere.
School classes are hard to understand.
The cram school's teaching method doesn't fit.
They aren't getting help with their studies at home.

Certainly, there may be points to improve in each area.
However, even if we argue about 'who is to blame,' a child's learning will not move forward.
What is important is to think about 'what can be done for this child's growth right now'.

What the school can do.
What the cram school can do.
What can be done because it is the family.
By joining forces, a child can continue to learn with peace of mind.

(Sharing information and facing the same direction is important)

Think of a sports team.
The manager, coaches, players, and trainers each have different roles.
A team cannot win if only one person tries hard.

Education is the same.
School teachers know how they are at school.
Cram school teachers grasp their academic ability and level of understanding.
The family sees the child's life, personality, and daily changes most closely.

The information each holds is different.
That is precisely why, if we can share information and face the same direction, the child can learn with more peace of mind.

Of course, in reality, there are situations where sufficient coordination is difficult.
Even so, it is most important not to forget the common goal of 'the child's growth'.

(The power to learn is not nurtured by school alone)

Even after graduating from school, once you enter society, you must continue to learn new knowledge and skills.
This is even more true in the coming era where AI is rapidly developing and the mechanisms of work and society are changing.

It is not an era where you can live your whole life without trouble just with the knowledge you learned at school.
That is why what is needed is not the 'power to be taught,' but the 'power to continue learning on one's own'.

School creates the entrance to that.
Cram school helps to extend that power.
The family believes in that power and continues to support it.
Only when these three are present can the 'power to continue learning for a lifetime' be nurtured.

(There is no 'correct answer' in education)

Up to this point, I have written my own thoughts on the roles of schools, cram schools, and families.
However, there is no single correct answer in education.

Children's personalities differ, and family environments differ.
Circumstances also vary depending on the school and the region.
Therefore, I do not intend to say, 'This is the only correct education.'
However, there is one thing I am convinced of.

That is that the desire for a child's growth is the same for schools, cram schools, and families.
As long as that common wish exists, we should be able to support each other instead of blaming one another.

(Learning lasts a lifetime)

I have continued working for 45 years, and even now that I have retired, I read books almost every day, learn new things, and continue to write articles like this.

It is not because I 'have to study'.
It is because I know that learning enriches life and helps me grow as a person.

Even after graduating from school or cram school, learning in life does not end.
Rather, one could say that true learning begins after entering society.

That is why the goal that schools, cram schools, and families should aim for is not just getting good grades on tests or passing a desired school.

For the child to acquire the power to continue learning on their own.
Isn't that the true purpose of education?

The knowledge learned at school becomes the foundation of life.
The skills learned at cram school strengthen that foundation.
The values and habits nurtured at home support that foundation.

However, what turns all of these into true power is the 'attitude of continuing to learn'.

This article, which began by considering the reason why cram schools have increased in the city, has finally arrived at the question of 'why do people learn?'
The answer may be different for everyone.
But I believe that learning is to continue expanding the possibilities of one's own future.

Schools, cram schools, and families all exist to nurture those possibilities.
And at the center of that, there is always the 'person who is learning'.

I want to be a 'person who continues to learn'.

Thank you for reading.
I would be happy if you could give me a like, follow, or tip.
I look forward to your continued support.

#HowIFeelRightNow