A bridge to the next Generation

Drawing up a new roadmap based on three years of success

In the belief that one of its social responsibilities is to cultivate young people who will contribute to tomorrow's global society through science and technology, in 2008 MHI formulated a three-year plan to support science education at schools. Since then, all company works have conducted science classes and taught lessons about manufacturing. In fiscal 2010 we held such classes 34 times, for around 2,300 students.
Going forward, MHI will continue such efforts to nurture the next generation as a CSR priority. We are also now putting together a new roadmap to further these activities.

• 2008: Activities commence
  Held science classes using the robot wakamaru. Gained an understanding of school needs and accumulated expertise in conducting science classes.
• 2009: Participants number 2,793
  Held science classes employing products and technologies at each of our works. Participants during the year totaled 2,793.
• 2010: Ongoing implementation
  Improved methodologies, educational materials and programs, and continued holding classes at each of our works.
• 2011 onward: Creating a new three-year plan
  Formulating a new three-year plan calling for enhanced cooperation with NPOs and activities overseas.

Overcoming lack of interest in science

In recent years, Japanese school children seem to be moving away from the sciences. International academic surveys show that the overall level of interest in science and technology among Japanese children is below the average for the developed nations. Reasons given for this growing lack of interest in science include fewer opportunities for children to experience nature or make things, and waning interest in the sciences among elementary school teachers. As a manufacturing-oriented company, MHI has been eager to contribute to resolving this problem, for the future of Japan.
Against this backdrop, in April 2008 we drew up a three-year plan to support science education at schools. The aim was to begin offering science classes that would communicate to children the wonder and beauty of science and technology. Since that time, we have sent employees from our works throughout Japan to conduct science classes at nearby elementary schools. We have also hosted plant tours and conducted hands-on classes at our works for students from local schools, giving them an opportunity to learn about manufacturing by experiencing it first-hand.

Interest in science and technology by Japanese students

	I enjoy acquiring new knowledge in science.	I generally have fun when I am learning science topics.	I am interested in learning about science.	I like reading about science.	I am happy doing science problems.
OECD average	67%	63%	63%	50%	43%
Japan	58%	51%	50%	36%	29%

Holding science classes that leverage each works' specialties

In fiscal 2008, all 13 works conducted science classes using the MHI-developed communication robot, wakamaru. In fiscal 2009, we improved our methodologies, educational materials and programs and planned and conducted science classes featuring products specific to each of the works - rockets, ships, air-conditioners, forklifts and the like - and their manufacturing technologies.
In fiscal 2010, we began working with NPOs and other promoters of science education for children as a way of enhancing our teaching materials and programs. During the year we held 34 science classes attended by around 2,300 students. As a result, during the plan's three-year period we provided learning opportunities to a total of 6,954 students.
The employees of individual works have shown great enthusiasm in participating in the effort to support science education, and the program has yielded a number of benefits. Sparking local students' interest in science through experience-based education has boosted motivation among employees, and the program is enabling many of the works to become more firmly rooted in their surrounding communities.

A science class featuring wakamaru

Swimming experiment using a robotic fish

Experiment introducing the principles of artificial satellite attitude control

Cumulative number of science class participants

Reflecting feedback from schoolteachers and NPOs in creating new plans

As part of the planning process, we regularly consult with schoolteachers and NPOs about various aspects of our science class support activities.
For example, in February 2011 we invited 136 students from the nearby Hiroshima Minamikanon Elementary School to our Industrial Machinery Business, Technology & Solutions Division (the current Hiroshima Machinery Works) to teach them about manufacturing - in particular the power of air - using a compressor, one of this division's main products, as the teaching aid.Following the class, we hosted an idea exchange attended by Mr. Takuya Suga, a teacher and vice principal at the school, and people from the Kodomo Uchu Mirai Association (KU-MA), an incorporated nonprofit organization that specializes in science classes. Mr. Suga pointed out one of the difficulties of conducting science classes. "Many children inherently enjoy undertaking science experiments," he commented, "but if we don't convey to them clearly the reasons for conducting the experiments, they gradually lose interest." Concerning MHI's activities, he had this to offer: "There's great value in having people who are personally involved in manufacturing come to the schools and make the children aware that what they are studying in school plays a useful role in the world. The children can also learn how products are completed only through the cooperation of many people, including designers, engineers, and so on. This helps them learn about careers.
Mr. Sumio Endo, Director of KU-MA, also offered up some valuable opinions. On the basic thinking to apply in creating the program, he suggested that when you begin by asking why a particular phenomenon occurs, it sparks a child's interest. He also stated that since many of MHI's products are large or heavy or feature outstanding performance, learning about them leads to formative experiences that respond to children's basic questioning about things. Mr. Endo also expressed his hope that MHI would demonstrate to children how leading-edge technology is closely connected with their lives.
Responding to this advice and these opinions, the representatives from the Industrial Machinery Business, Technology & Solutions Division commented that helping children learn requires a long-term commitment. They added that the views expressed by the teachers and representatives from KU-MA would be applied toward enhancing the program's content and making the program's activities firmly established within the community. In this way, all the participants agreed that going forward they would continue to work together in educating local children, each respectively applying its special aspects as a school, NPO and business enterprise.

Exchange of ideas at the Industrial Machinery Business, Technology & Solutions Division

Drawing up a new roadmap for further expansion

MHI is in the process of creating a new roadmap for its support of science classes, drawing on its three years of experience in these activities. The new roadmap will call for greater involvement by NPOs and other outside specialists; and in reflection of our globalizing business operations, we plan to launch science classes at our overseas bases.