Professional Documents
Culture Documents
Japan Education System
Japan Education System
Japan Education System
JAPAN
Reported by:
Lea Mae Espera
BEED-IV
Japan
Table of Contents
(b) EffectivenessIn order to achieve the goals of education, educational effectiveness must be a major
objective. When economic growth was being emphasized, training manpower as rapidly as possible was
considered an educational objective by some people. But just as quality of growth is seen as more
important in the l970's, so effectiveness of education must also be reemphasized.
The most important factor in improving the effectiveness of education is the teacher. Training high
quality teachers and improving their status is imperative if.1effectiveness is to be improved, and this is a
primary task for all countries in carrying out educational reform.
(c) SocializationEducation acts as a bridge between the individual and society. Rapid
economic growth, technological advances and social change have, during the last three
decades, entirely transformed the relationship between the individual and society, and
changed the social framework for the individual as well. Therefore it is necessary to reform
curriculums, teaching methods and the relationship between school and society so as to
provide an education stressing subjectivity and autonomy while enabling youth to adapt to
society.
Whether an individual can play a constructive role in the society of the future depends on his
self-consciousness and educational achievement much more than was true in the past. In
other words carrying out the socializing role of education to a great extent means carrying out
a process of individualization.
(d) Individual developmentThe objectives pointed out above are all related to the central
problem of individual development. One of the most important problems of contemporary
education is an educating individual to fit in with the new era. Educational structure,
curriculum, and teaching methods should all focus on the education of creative individuals
within this new pattern.
ROLE OF THE TEACHER
In Japan, a teacher (sensei) is conscious of the expectations of his work that are
predominant in the public. He is not only expected to assure the children’s right to
receive education, but also to have to fulfil a huge scope of duties holding a wider
role and responsibility than in the West.
Japanese teachers work very hard and often feel overworked because of an
enormous number of lessons a week and the additional tasks inside and outside
school. Some even fear “karoshi”, meaning death from overwork. In 1993, the time
of classroom teaching was 16.8 hours for high-school teachers, 19.7 hours for
middle-school teachers and 26.5 hours a week for primary-school teachers. This is
in fact not too much but Japanese teachers also have a lot of supplementary tasks.
For example, high- and middle-school teachers are often required to give additional
lessons in which students are prepared for the 'examination hell' (the flood of
entrance examinations to higher-level schools or universities) or to supervise
students’ club-activities which take place in the afternoon Another difference,
compared to Western countries, is the excessive number of students per class.
Teachers often face more than 35 in primary and middle school and they have to
teach very heterogeneous classes (according to the students’ abilities) because of
the missing separation at Japanese schools.
METHODS OF INSTRUCTIONS
Teaching methods are used, including: teacher-directed
learning, student research, group projects and
presentations, visual presentations, e-learning and
interactive classrooms. A variety of assessment methods
are used to assess student outcomes. These may include
individual research projects, group assignments, oral and
visual presentations, the use of technology including
PowerPoint, podcast presentations, as well as the more
traditional class tests and assignments. National and state
testing programs ensure standards are met and
maintained.
METHODS OF INSTRUCTIONS
CURRICULUM
NATIONAL SCHOOL CURRICULUM
oMIDDLE SCHOOL
JAPANESE
oELEMENTARY SCHOOL MATHEMATICS
JAPANESE
SOCIAL STUDIES SOCIAL STUDIES
MATHEMATICS SCIENCE
SCIENCE ENGLISH
MUSIC AND ARTS MUSIC
HANDICRAFTS AND ART
HOMEMAKING PHYSICAL EDUCATION
PHYSICAL EDUCATION. FIELD TRIPS
CLUBS AND HOMEROOM TIME
NATIONAL SCHOOL CURRICULUM
oHIGH SCHOOL
oTHE CONTENT MAY CONTAIN GENERAL OR HIGHLY SPECIALIZED SUBJECTS
DEPENDING ON THE DIFFERENT TYPES OF HIGH SCHOOLS.
oHIGH SCHOOLS MAY BE CLASSED INTO ONE OF THE FOLLOWING TYPES:
ELITE ACADEMIC HIGH SCHOOLS
NON-ELITE ACADEMIC HIGH SCHOOLS
VOCATIONAL HIGH SCHOOLS
CORRESPONDENCE HIGH SCHOOLS
EVENING HIGH SCHOOL
The Ministry of Education, Culture, Sports, Science and Technology prepares
guidelines containing basic outlines of each subject taught in Japanese
schools and the objectives and content of teaching in each grade. Revised
every 10 years or so, these guidelines are followed by schools nationwide.
All elementary, junior high, and high schools are obliged to use text books
that have been evaluated and approved by the Ministry of Education,
Culture, Sports, Science and Technology. The purpose of the official
authorization system, which has been in effect since 1886, is the
standardization of education and the maintenance of objectivity and neutrality
on political and religious issues. A system of free distribution of textbooks for
compulsory education was established in 1963. The textbooks used in each
public school district are chosen from among governmentauthorized
candidates by the local board of education based on a review by the
prefectural board of education. At private schools, the school principal is
responsible for the choice.
CURRICULUM
TEACHING STRATEGIES
It is the aim of all Japanese teachers to give their students a
learning experience which they find enjoyable and satisfying.
The learning experience occurs largely in the classroom, so we
must look for the most effective ways of building meaningful
communication within the classroom, in the hope that learners
will extend their skills and understandings beyond the
classroom.
These webpages give teachers some useful strategies for
promoting use of the target language in the classroom and
thereby helping their students to become confident and
effective communicators in Japanese.
TEACHING STRATEGIES
Benefits of using the target language
Maximises learning
In school, language lesson time is limited, so it is important to use the time
effectively and expose learners to as much language as possible. The
classroom setting provides an opportunity for learners to relate the language
they are learning to a real life situation.
Presents teacher as a role model
If the teacher conducts the lesson in the target language, it gives learners a strong
message that their language study is valid. If the teacher does not use the
target language, learners may get a mixed message about the value of their
study.
Creates an authentic intercultural environment
If the target language is used in class, learners are able to participate meaningfully
in intercultural experiences and to learn to communicate in inter- culturally
appropriate ways.
Provides rich and varied Japanese input
If the teacher provides rich and varied Japanese input in class, learners are
encouraged to experiment in purposeful interaction in Japanese and thereby
build their skills and confidence.
TEACHING STRATEGIES
REFLECTION
Why is Japan successful in the field of education? It’s mainly because they have a
standardized and demanding curriculum, teaching approaches that encourages
student Engagement, they give importance on school-home communication,
long schooling hours And additional schooling, teacher quality, carefully targetted
financial resources, and focus on equity.
If we were able to come up with different features with Japan and Philippines’
Educational system, inspiration may come to our mind on how to be globally
competitive ourselves and for our future students as well.
COMPARE
&
CONTRAST