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Bi-Annual Research Journal “BALOCHISTAN REVIEW” ISSN 1810-2174 Balochistan Study Centre,
University of Balochistan, Quetta (Pakistan) VOL. XXXVII NO. 2, 2017

Economic Impacts and Success of Technical Education In

Japan A Lesson for Pakistan

Dr. Noor Ahmed1 & Bijjar Khan2

Abstract
This paper investigates how Japan may have accomplished this reliable
standing and does Pakistan may have the capacity to gain from the Japanese
experience. The Japanese educational structure is grounded in a profound
commitment regarding youngsters that is concrete and persevering. This paper
additionally ascribes Japan's achievement to a top notch skill training,
fantastic family bolster for Japanese students at home, the way sources are
centered on policy and the solid motivations the system accommodates
students to take hard courses and concentrate hard in school. Japanese
educators have a noteworthy level of self-sufficiency in its application. The
whole approach is helped by the common conviction that exertion and not
capacity is the thing that mainly elucidates student accomplishment. These,
and numerous different mechanisms, have joined to deliver one of the world’s
best educated as well as most valuable personnel. Then again, major challenge
that Pakistan is confronting is the lack of technical education. This paper
stresses emphatically to concentrate on providing professional and technical
education in Pakistan. A lesson must be learnt from Japan's huge educational
policies because skill development as well as technical training is key element
to help a nation's economy and economic growth.
Introduction
Why the Pakistani public education system functions so poorly relative to other
institutions of Pakistani society? Pakistan has undeniably made economic
progress; the GNP per capita has averaged a steady rise of 5-6 percent yearly
for the last twenty years. This may not compare well against growth rates in
Korea or Taiwan. But it does put Pakistan well above many third world
countries. People with experience in development work are fairly impressed
with the country’s economic indicators. But in the same breath they say that
they have never seen an educational system as appallingly bad as Pakistan’s.

1
Assistant Professor, Pakistan Study Center, University of Balochistan.
2
Senior Research officer, Pakistan Study Center, University of Balochistan
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To put it bluntly: education is not perceived as a vital, central, need of Pakistani

society. Underlying any real improvement in education requires that society
accept, at least in principle, that education is a vehicle for change and progress
rather than a means of simply preserving tradition and culture. A rational
restructuring of educational priorities focusing on the relation of education to
employment will be needed as well.
The curriculum for all schools in Pakistan is not uniform. The curricula devised
by its “experts” often have the wrong emphases, contain outdated concepts,
and do not provide for a relevant and useful education. Textbooks are badly
written that have frequent conceptual, pedagogical, and printing mistakes.
Pakistani education is strongly examination driven; exams provide the
incentive to study. But with cheating in examinations, and continuing emphasis
on rote memorization, the examination system has become corrupt and
dysfunctional. The results of examinations today are poor indicators of student
performance and learning.
As a very rough guess, there are probably no more than a few hundred science
teachers in all Pakistani schools combined who understand what they teach,
and can be therefore considered proper teachers.
In 1947, Pakistan had only one university (Punjab University). Fifty years later,
in 1997, it had 24. While lamenting the obviously poor quality of Pakistani
universities, officialdom invariably chooses to focus on the small number of
research papers published or the small number of PhDs produced the paucity
of equipment and facilities, and frequent incidences of violence. But the
problem is considerably more serious because public sector universities in
Pakistan are characterized by extreme poverty of scholarship, intellectual
timidity, irrelevance to societal needs, and frequent physical violence. For
three decades Pakistani education planners had claimed to recognize the need
for reform and had announced grandiose plans that came to naught.
There are ways to ameliorate the worst aspects of the present system and step
by step reforms that can make things better. For schools, in addition to
improving the infrastructure where needed, reform must be directed towards
the curriculum, examinations, textbooks, teacher training, and school
administration.
It is time to start living in the present rather inflicting upon students a medieval
concept of knowledge, values, and behavior. Pakistan’s future will be bright
only if institutions are to be built that produce students who are informed,
critical, and active citizens of the modern world.
(Pervez Hoodbhoy)
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Technical Education in Japan

The performance of Japan's students in schooling as compared to other nations
is amazing. There is nothing surprising about this reliably great achievement;
Japan has set at or close to the highest point of the global rankings on all such
reviews since they started. Some researchers say that standard Japanese
secondary school students who enter universities compare positively and
standard American school students as far as what they know and what they can
do. Less liberal eyewitnesses recommend that they contrast positively with
American students with two years of school. Other researchers take note of that
numerous Japanese secondary school students know more regarding
Geography as well as history of other nations than citizens of those nations.
Daily paper articles in Japan routinely expect that their consumers can
comprehend modern factual tables and exceedingly technical subjects.
Manufacturing plant directors allot manuals that expect learning of analytics
to groups that incorporate late secondary school students. The benefit of this
level of information and aptitude to a nation, in both citizenship and financial
expressions, is inestimable. The inquiry in this paper is: how could they do it?
Furthermore, the result to that inquiry is: What can different nations gain from
Japan that may surpass any social contrasts?
The Japanese Educational Policies in History and Social Context
Japan is an island country. The extent of arable land to populace is among the
most minimal in the industrialized world. Its people crowed together in the
mountain valleys and along the coasts in thickly populated enclaves. Japan is
likewise subject to frequent successive fiascos, for example, hurricanes and
quakes, and the general plausibility of production loss. Also, eventually, these
islands contain almost nothing in the method for readily extractable natural
assets. Rather, they have accomplished such an amazing state of progress by
their educational structure. A long history in such a testing situation has
profoundly affected Japanese culture; individuals achieved exceptionally solid
collaborative ties as a combined survival component. Society observed at an
early stage that a lack of natural assets implied that the most ideal approach to
succeed was through creating human capital. The outcome is a culture in which
incredible esteem is set on skill and training from one viewpoint, and on the
group and social relations on the other. In Japan there is a common opinion
that if the individual works resolutely for the people, the people will respond.
In any case, on the off chance that one scorns the people; one can expect
nothing from society. We take a look at how historical components have
molded Japan's educational system.
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The Second World War to the present day: A stress on quality and
standards
After the Second World War, under American occupation, Japan made nine
years of training obligatory, gave money related help to those understudies who
required it, and made it workable for each secondary school graduate to take
the school placement tests. Already, just a predetermined number of
exceptional secondary school graduates had been permitted to take these
examinations. These strategies strengthened the drive towards the exceedingly
meritocratic framework that had just started.
As noted before, Japan's testing condition and living conditions may have
molded the high esteems set by the Japanese on the welfare of the gathering
over that of the individual and on amass agreement (White, 1988).
This feeling of being wrapped by the uncritical love of a gathering is called
(Wa) an indispensably essential idea in Japanese society. Basic to satisfaction,
wa is looked for at each phase of life: first with one's mom, at that point with
whatever is left of one's family, companions at school and school, and partners
and bosses at work.
In this condition, people pick up regard by doing things that the gathering
esteems; if a man's activities undermine aggregate congruity, social
authorizations take after with colossal repercussions. On the off chance that
one loses the regard of one gathering, building up wa with different gatherings
can be more troublesome. This social factor clarifies why the Japanese
endeavor to keep up great relations with the gatherings to which they have a
place. It likewise lies behind the great instructive execution in Japan.
In Japan a school's notoriety relies upon the scholastic execution of the
understudies and on their conduct. Society considers the school in charge of
the two perspectives in a way that has no parallel in the West. For instance, if
an understudy abuses the law, the law requirement experts call that
understudy's homeroom educator and also the mother and all employees
apologize for the understudy's conduct. It is not astounding along these lines
that Japanese understudies have a tendency to build up a solid feeling of
commitment to the staff and endeavor to perform well scholastically and to
remain inside the points of confinement of the law when not in school. Without
a doubt, a similar thought applies to an understudy's relationship to alternate
understudies at school. To come up short is to disappoint the gathering. Hence
most individuals from this general public will work hard to do and additionally
conceivable, and are continually working towards higher objectives, since that
is the best approach to win acknowledgment and pick up status.
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Similar esteems penetrate the working environment. It is regularly said that

individuals work hard in Japan generally to procure the regard and adoration
of their partners. They don't buckle down for individual refinement, but instead
for the benefit of the gathering. Laborers don't "slack off" in Japan, in light of
the fact that the manager is watching, as well as on the grounds that their
companions or staff individuals from a lower rank are viewing. In the event
that a worker gives his everything, the firm as with a family is required to give
back. Japanese firms regularly give lodging, outings, training and even burial
service costs to their representatives as a feature of a compensation bundle.
Not at all like numerous social orders where headway depends predominantly
on associations and groups, is Japan all the more unflinchingly meritocratic as
indicated by numerous eyewitnesses (Stevenson and Stigler, 1992; White,
1988). While youngsters from wealthier families are measurably more prone
to land higher paying positions than less well-off kids, in Japan this is by all
accounts because of more prominent monetary interest in a tyke's training and
less because of social associations. Commonly, individuals work their whole
grown-up life for a similar firm they joined after school or college, in spite of
the fact that this is starting to change. a man's work in a specific firm is
generally an element of the secondary school or college they went to before
joining that firm; this is abnormal somewhere else. Thusly, the secondary
school or college a man goes to is constructing totally in light of how an
understudy does in placement tests.
A mother is judged on her accomplishment in supporting the training of her
kids. By and by, a mother is judged first by the secondary school that her child
or little girl gets into, and after that the college to which her tyke is conceded.
In spite of the fact that the pattern is changing, couple of Japanese moms work
outside the home as normally as moms in Western nations. Sociologists depict
how Japanese moms are relied upon by society to make penances for their kids
who, consequently, are required to perform well in school (White, 1988).
Hence headway in Japan is an element of legitimacy and controlled by
examination. This should not to work, in light of the fact that there are
numerous other critical aptitudes which are not measured by Japanese
examinations. The exams underline remembering and collecting actualities and
acing strategies, as opposed to expository considering, innovativeness or the
limit with regards to development. In any case, it works since Japanese
managers are chiefly inspired by three things: connected knowledge, the ability
to learn, and the ability to buckle down and continue even with trouble.
Since Japanese firms by and large trust that they will utilize individuals for
quite a while, there is a solid ability to put intensely in the proceeding with
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instruction and preparing of workers. It is normal for a Japanese firm to send

new college selects abroad amid their initial a very long time of work to seek
after an outside graduate program or as an understudy in a remote plant. Inquire
about demonstrates that Japanese firms esteem applicants who are not recently
exceedingly canny, but rather prepared to realize whatever they have to learn.
Japanese businesses need to know not simply whether a competitor is savvy,
but rather whether he can accomplish something with his insight. Managers are
occupied with connected insight. Japanese exams are intended to discover what
amount connected insight understudies can show and how much they can
utilize their knowledge to accomplish something of significant worth. It is
difficult to do well in Japanese exams without working hard, finished draw out
stretches of time. This takes tact and determination. Numerous nations discuss
the significance of "figuring out how to learn." Japan has done substantially
more than discuss it; the nation has constructed a training framework around
it.
In outline, from this authentic and social foundation, three focuses raise that
assistance to outline the Japanese instruction setting: in this steadily
meritocratic culture, the secondary school passage and college selection tests
speak to entryways to status in Japanese society. The Japanese generally trust
that how well one does in these exams depends considerably more on
concentrate hard than on natural knowledge. Exam achievement does ponder
the person, as well as on their mom, the other relatives and instructors. This
heavenly body of help shares the duty regarding disappointment and makes
strain to succeed.
In view of this foundation, the section will now look all the more carefully at
the particular highlights of the Japanese instruction framework for more hints
to the purposes for its remarkable execution.
The Salient Features of Japan’s Educational Policies
A standard and motivating national syllabus
Ryo Watanabe, executive of universal research in the national establishment
for training Policy explores, trusts that "Japanese understudies have done as
such well on PISA in view of the educational modules. Japan has national
educational programs benchmarks, or courses of concentrate that characterize
the substance to be instructed by review and subject, and like clockwork they
re-devise this educational programs. All through the nation, educators instruct
in light of the national educational modules gauges."
In principle the educational programs is set by the Japanese service of training,
culture, Sports, Science and innovation (MEXT) with guidance from the focal
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board for instruction. As a general rule, the key figures associated with setting
the educational modules are college educators and service staff. While the
educational programs characterized by MEXT are just for "direction", the
prefectures (a unit of government in the middle of the region and territory
level) are additionally subsidized by MEXT thus by and large nearly take after
the direction. The direction educational programs is long and nitty gritty, so
MEXT likewise distributes informative booklets, subject by subject, by school
level. The educational programs are overhauled following a standard timetable.
Training methods: A stress on student commitment
At first look, the Japanese way to deal with guideline abuses the most well-
known sense standards. The classes are substantial by Western measures 35 to
45 understudies in a class and most direction is for the entire class. There is
less instructional innovation than in numerous different nations and less
instructional guides of different sorts. Understudies are not isolated into
capacity gatherings; there are no unique classes for the talented, nor are
understudies pushed ahead by a review or increasingly on the off chance that
they are seen to be uncommonly capable. Essentially, understudies are not kept
down on the off chance that they are experiencing issues. Numerous
understudies requiring custom curriculum are likewise appointed to the
heterogeneous general classrooms. The occupation of the instructor is to ensure
that all understudies stay aware of the educational modules and they figure out
how. instructors meet every now and again with each other to talk about
understudies who are experiencing issues and give as much individual regard
for those understudies as they can inside the general school day. It is not bizarre
for understudies who are not doing admirably in specific subjects to get
additional guideline after school.
A portion of the most astounding understudy exhibitions on the planet rise up
out of these classrooms. How would they do it? The essential objective of
Japanese instructors is understudy engagement. Many individuals outside
Japan envision Japanese schools as tranquil, serious spots where understudies
unobtrusively duplicate down everything the instructor says. In any case, that
is not the truth. Guests to Japanese grade schools report that the level of
commotion is regularly well over that found in Western classrooms and the
sound of giggling and extreme discussion fills the school. Understudies can
regularly be heard energetically conversing with each other as they handle
issues together. The guest strolls down the lobbies of these schools seeing
understudies acting in plays, playing melodic instruments alone and in groups
or working through a tea service. The more drew in the understudies and the
more understudies who are locked in, the more joyful are Japanese instructors.
One may think about how one educator could be able to draw in at least 35
 - 180 -

understudies in a fiercely heterogeneous classroom when it is so difficult for

instructors in numerous different parts of the world to connect with 25
understudies in more homogeneous classrooms. The appropriate response is a
noteworthy key to the accomplishment of Japanese training.
School-Home Communication
Japanese understudies have a homeroom instructor and spend an hour a day in
homeroom. The homeroom turns into that understudy's family in the school.
Japanese homeroom educators at grade schools show all subjects aside from
specific subjects like music and specialties. These homeroom instructors
commonly complete their classes the evaluations for quite a while. They are
required to consistently visit their understudies' families. Understudies
regularly go to their instructors' homes on their educators' birthday events. In
the upper evaluations, the instructors are required to give scholarly and
profession and employment guiding. Instructors at primary schools keep up
correspondence with guardians by methods for a scratch pad that understudies
carry amongst school and home. Regardless of the possibility that an
understudy has a non-scholastic issue, the instructor will impart the idea of the
issue to the guardians, who are required to give fitting help at home. In the
event that that is not adequate, the educator will encourage the guardians to
counsel different administrations accessible at metropolitan workplaces.
This whole approach is supported by the conviction that exertion and not
capacity is the thing that basically clarifies understudy accomplishment. In the
event that an understudy falls behind, it is not on the grounds that he is bad at
school work; it is on account of he is not buckling sufficiently down and the
framework has an answer for change this. It is likewise helped by the
possibility that many individuals, not only the understudy, are in charge of the
poor execution of that understudy and poor execution understudy thinks about
severely those individuals, as well. This rouses both parent and instructor to do
everything conceivable to ensure the understudy gets back on track.
Lengthy training periods and additional teaching
Time is a vital factor in the great scholarly execution of Japanese understudies.
Up to this point, Japanese kids went to government funded school six days
seven days. Furthermore, Japanese school youngsters have a few hours of
homework a day. They have a month and a half of getaway amid the mid-year,
which is not as much as understudies in numerous different parts of the world.
Understudies frequently do their own exploration amid excursions. The larger
parts of Japanese understudies additionally invest extensive energy in different
types of private guideline after the customary school day. these non-public
schools extend from offering assistance to understudies who are behind to
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make up for lost time, to offering further developed investigation than is

accessible in the state funded school, to offering extracurricular exercises or
coordinated or little gathering mentoring for some mix of these reasons. the
consolidated impact of this extra investigation is that Japanese understudies
have what might as well be called a few more years of tutoring when they
complete secondary school than, say, the ordinary American understudy.
What’s more, as a result of the briefer summer excursion, they hold
substantially more of what they have realized as they go into the following
year.
Educator standard
Doubtlessly a standout amongst the most critical keys to the nature of training
in Japan is the nature of its educators. In many industrialized nations, showing
lies on the limit between proficient work and manual work.to turn into an
instructor, understudies must go to a service ensured educator training program
at a college or junior school. Japan likewise has some national instructor
preparing colleges with show schools connected to help educator preparing for
new instructors. Showing practice is a typical piece of all educator training
programs.
Prefectures, as different managers in Japan, are set up to influence real interests
in their new instructors to ensure them to have the important abilities to
succeed. They expect that these new representatives come to them with the
fundamental connected knowledge however not really the required
employment abilities. In this way, like different businesses, they assume
liability for giving an enlistment program that gives a maintained chance to
understudy with experienced ace instructors previously being required to show
full time. The acceptance time frame keeps going an entire year, and the ace
instructors are given the year off from their instructing employments to manage
their disciples. Once an educator is accepted into the normal showing work
compel, the law expects instructors to take certain extra preparing (following
10 years of administration). Instructors can likewise apply for paid leave to
take experts' degrees at graduate schools. The service likewise offers different
preparing programs for prefectural mentors at its national Centre. The most
intriguing part of instructor improvement happens at work. Notwithstanding
the focal significance of the outline of the lesson in Japanese direction, "lesson
examine" in the improvement of the Japanese showing calling is additionally
critical.
Cautiously-targeted financial means
The Japanese spend less on their schools than various other nations, yet a clear
sign of improvement comes about. Japanese schools are worked to service
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plans – they are splendidly practical however plain. They are not building
images of group pride and need a significant number of the exceptional
highlights found in schools in other progressed mechanical nations. School
organization is normally limited to a main, an aide central, one janitor and a
medical attendant. There is no cafeteria understudies serve the suppers from a
focal kitchen to their educator and schoolmates in the classroom. The
understudies are additionally in charge of cleaning their classrooms. As noted
above, course books are basically created in soft cover organize and are
significantly littler than in numerous other industrialized nations. at each point,
the Japanese have profited they spend on teaching their youngsters goes
however much as could be expected on instructors and on direction, so it is
nothing unexpected that a considerably more noteworthy extent of aggregate
subsidizing is spent on these elements than is the situation in numerous
different nations (Stevenson and Stigler, 1992).
An emphasis on impartiality
There is no tracking in Japanese schools, classes are heterogeneous and no
understudy is kept down or advanced by virtue of capacity. Moreover, all are
required to ace the same requesting educational modules. This is a capable
recipe for value as far as results. What is especially amazing about this
approach is that the normal results are not set at the most minimized shared
variable, but rather at the highest point of the scope of conceivable results
worldwide.
There is a generally shared confidence in Japan that these arrangements
accomplish the best numbers and the outcomes bear this out. The framework
is set up so high-accomplishing understudies can help bring down
accomplishing understudies inside a gathering, inside a classroom and inside a
school. The examination writing demonstrates that all understudies are helped
by this approach, on the grounds that the understudies who educate and guide
learn to such an extent or about as much during the time spent mentoring as
the beneficiary of the coaching (cohen et al., 1982).
This approach is steady with Japanese esteems and contributes incredibly to
the by and large abnormal state of Japanese accomplishment. Japanese
instructors and principals are frequently reassigned to various schools by the
prefectures. This is done, among different reasons, to ensure that the dispersion
of the most able instructors among schools is reasonable and even-handed. as
Robert angle commented amid his meeting, "educators and overseers are
exchanged consistently at regular intervals so similar individuals are not in
similar schools the greater part of the time there is a ton of levelling among
schools."
 - 183 -

All these and numerous different elements, including school support, make for
a high level of value in Japanese instruction.
A different method to accountability and examinations
The Japanese have practically none of the trappings of formal Western
responsibility frameworks and they needn't bother with them. Ryo Watanabe,
counsellor to the service of instruction, Sports, Science and innovation,
clarifies that until a couple of years back there were no national tests in Japan.
At the point when Japan wound up plainly worried about the likelihood of
being surpassed in instruction achievement by the Koreans and Chinese, they
initiated a national trial of each understudy at the 6th grade and the ninth grade,
yet they have since chosen to manage the test just to an example of
understudies to screen the execution of the framework.
The main tests are the selection tests for secondary school and college.
Everything relies on an understudy's execution in these tests. Since daily
papers distribute comes about frequently everybody knows the rankings of
these organizations and in addition the record of each necessary and center
school in getting their understudies into the correct secondary schools and
colleges. The daily papers are brimming with insights for each school, much
like the measurements for prominent games groups in different parts of the
world. Magazine articles are composed about changes in the rankings and what
they mean and why they happened. Different stories are composed about
understudies who prevailing despite seemingly insurmountable opposition in
the exams and other people who did not.
Yet, that is just a large portion of the story. As pointed out before, in Japanese
society the weight for the destiny of the understudy is carried to some degree
by the family, the educators, the staff and even the understudies' cohorts.
Educators' notorieties among their companions lay on the achievement of their
understudies in a way that has no parallel in numerous Western nations.
The arrangement of homeroom instructors brings another level of
responsibility. Since these educators finish the understudies the evaluations,
and on the grounds that they are engaged with their understudies' lives outside
of school and are in steady correspondence with the guardians, they are
responsible to the guardians extraordinarily. This can't be copied in nations
where instructors don't finish understudies the evaluations and where they are
in charge of just a single or a couple of subjects.
Conclusion
Japan is plainly among the world's most progressive mechanical economies. It
is among the world pioneers for the improvement and utilization of the most
 - 184 -

progressive innovative frameworks. This was one of the objectives Japan set
for itself. The individuals who propelled it understood from the beginning that
those points would not be accomplished without a top notch, very
comprehensive, forcefully meritocratic instruction framework.
Japan avoided the common moderate updating of educator quality, it likewise
skirted the commonplace moderate movement from an arrangement of school
association in view of the typical primitive requests straight to one that makes
it feasible for understudies from each social class to access tip top instruction
openings.
Japan was additionally in front of numerous different countries in grasping in
any event a few parts of present day mechanical work association, particularly
in how instructors work with each other in groups to enhance guideline, and in
the expert standards overseeing crafted by educators.
Then again, Japan has been hesitant to regress expert to schools as forcefully
as some different nations, and it additionally thought that it was harder to make
schools that create autonomous, inventive understudies than different nations.
This may mirror a conflict between the requests of an imaginative culture in
which singular activity is profoundly esteemed, and the Japanese culture in
which the endorsement of the gathering is ordinarily looked for before
forcefully propelling one's own particular thoughts. Japan has discovered an
unmistakable way which is harmonious with its esteems and comparable with
the monetary and societal advance it wants to accomplish.
While there might be particular highlights of the Japanese framework that are
unpalatable, it is a framework which bears cautious investigation. It has added
to a nation with large amounts of school and scholastic accomplishment. Its
understudies appreciate school more than most. It has created one of the
world's best-instructed and most gainful workforces. It has outstandingly low
wrongdoing rates and an exceptionally solid social request. It has high rates of
resident support and a citizenry that has an uncommonly advanced handle of
political issues. Guardians in Japan take part in their kids' training and join
forces with instructors to a surprising degree. The nation has one of the world's
most appreciated educational modules. In spite of the fact that the framework
keeps on advancing, the strategies used to construct this framework ought to
doubtlessly be considered by any nation that needs to coordinate its
accomplishments.
 - 185 -

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