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Education in Japan since World War II Japan is one of those countries that an average European or American person will never be able to understand thoroughly. It has its own unique culture and traditions; Japanese people have attitudes and values that are sometimes different from those of all other people. Thus, it is not surprising that the educational system in Japan is also different from the educational systems deployed worldwide. Certainly, there are some similarities, and some aspects of the Japanese educational system appear to be more efficient than others.
The purpose of this particular research is to assess the Japanese educational system since Second World War, because that is the precise time when it was changed dramatically. Within the conceptual framework of this research, we will discuss briefly the history of education in Japan, to be followed by the major changes that occurred after the war, as well as elaborate on the political and economic implications of Japans educational system. The primary goal of the research is to decide whether Japanese educational system is efficient enough in getting the students ready for the business positions. Education is very important to the success of any country. Through selective borrowing and reforms from the American occupation after World War II, Japan's educational system has created one of the most highly educated societies in the world.
Japan always had a strong emphasis in education. Pre-modern Japan had many examples of the strong interest in learning. Unlike the knights in feudal Europe, the Samurai in feudal Japan possessed fighting skills as well as literary skills. By the late Tokugawa Period, samurai youths as well as some children of commoners were able receive an education. (Ellington, p. 149) Many countries influenced modern Japans educational systems structure over time. Its high regard for education stemmed from the Chinese testing system for choosing government officials. Although Japan did not adopt this system, Japan realized the importance of education.
Buddhists monasteries began teaching and became centers of learning during the feudal period. The educational system changed during Tokugawa period by having official domain schools for samurai; there are tens of thousands of village institutions for commoners, and over a thousand private academies. A Ministry of Education in Japan was created during 1871 during the Meiji government. (De Coker, p. 61) A new educational system was created, while all domain schools and a great majority of private academies disappeared. Based on the French model, a system of nationwide education was achieved. In 1907, a system of free and mandatory primary education was established. Above primary education was a system of schooling similar to the German gymnasium and the French lee.
The boys and girls went to separate schools after elementary school. The big change in Japanese education was the reform under the policies of the Supreme Commander for the Allied Powers after the Second World War. This new system was modeled after the American system, while the old British-type system was removed. This new system consisted of a 6 - 3 - 3 - 4 arrangement of schools. Students spent six years in elementary school, three in junior high school, three in high school and four at a higher education facility. While the Japanese arrangement of schools was modeled after American, the pressure to perform academically differed greatly.
Gambaru (persistence) is the key element to the Japanese student. Gambaru is not just a saying students live by, but is an entire theory of learning; it is used among members of a group to encourage each other in cooperative activities. (Singleton, p. 67) This system is a very good one, but for only one group, the average to above average students. Below average students struggle immensely. From elementary school through higher education, students are rigorously tested and are segregated on their performances on exams. For example, in a graduation ceremony from elementary school, students are listed in order of achievement. Also, in classes, students are arranged according to their academic achievement.
This becomes a problem to the late bloomer student. This type of student may not excel or perform well in high school because of the fact that their needs were not met in lower grades. They may become reluctant to learn or develop the all too common I cant do it stance. Also, a child with a mild learning disability at the time was demanded the same as the students who excel, without the proper personal attention given to those who needed it. Problems with academics can lead to other problems within the Japanese school. Students who underachieve can develop anti-school feelings, drop out, or even resort to in school violence.
Because of these problems, there has been a growth of displeasure among parents and students with the inflexibility of the school system, a system that doesnt support the idea of a creative personality, and doesnt cater to the slower learner. Many of those who are not among the most successful are neglected, forgotten, or lost. For a time the use of just was the answer to the problems of these students. A just is a private learning center where the student spends his or her afternoon studying with private tutors. These caused more problems than they abolished in some. While the quality of schoolwork may have improved, social and emotional development was often if not always overlooked.
These issues caused children to become outcasts or loners. In 1979 all schools in Japan became mandated for all students of schooling age (six to 15 years of age). (Dore, p. 29) The Japanese Ministry of Education provided schools for all students with handicapping conditions. These special schools brought along with them the argument of separatism, and the problems brought along with keeping these students apart. These arguments were rapidly doused with the integration of students into normal classes.
Typically, Japanese elementary school students attend a resource center for special education for a number of hours a week, while the rest of the week; they are included in regular class exercises. When junior and senior high schools are reached, a greater number of special classes are available and more specific to one particular student. There is an assortment of resource rooms now available to children with any number of needs. For example, visual limitation, and autistic resource rooms conduct their class exercises with the particular students in mind. These rooms are actually a series of rooms. There are rooms within these centers that consist of physical exercise rooms, activity rooms, bathrooms, and even waiting rooms for parents.
Although the history of Japanese education has been based on Gambaru and kyoku mama (education obsessed mother), many advances in the realm of special education have been taken in the latter quarter of the century. Accepting difference in learning techniques, and realization of a physical or mental handicap is not only important to the students ability to learn and succeed, it is also important to their mental health. Japan's educational system did not borrow everything from other countries. There were some significant differences that were very progressive. Instead of involving religion in early education like the West, the educational system was of secular and egalitarian nature. Also, unlike the western countries during that period, Japan emphasized elementary education more than higher education.
This gave the overall Japanese society a strong educational foundation. Modern Japanese education is intense professors and teachers realize perfectly that the better educated students are, the more chances are that they will be able to enter the Japanese contemporary business world ready for all the challenges that a globalized economy can come up with. Children attend an extra half-day of school per week compared to other countries. The vacations are much shorter and there are fewer breaks during the school year.
Homework is assigned daily. The students are very disciplined and study very hard. Success in career and life is determined by success in education. Top positions in companies and government are recruited directly from top universities.
It is very difficult for a person to get a successful career with limited education. Because the educational system is based on merits, students need to take an examination in order to be admitted into top schools. Competition is very tight to get into distinguished high schools and universities. Therefore, entrance examinations are very important. These examinations place a tremendous amount of pressure on students and their families. Preparing for the exams may start as early as kindergarten for some children.
Some students also have extra tutoring. The family would pay extra for these services. Children are given adequate room to study even though much family live in small sized apartments. Because these exams are considered to determine a person's entire career, family life is greatly affected when exam time draws near. Life in the family would be centered on helping the student study. When a student is not accepted to the top universities, they may either take a cram school or enter a less prestigious university.
Public universities like Tokyo University are ranked as the top schools. Unlike the prestigious universities in the United States, Great Britain, and some other countries, prestigious universities in Japan cost less money than the poorer rated private universities. Some wealthy students may buy their way into less prestigious private universities. Students in Japan can relax after they get accepted in a university. The reputation of the university matters the most because companies and government only invite graduates from certain universities to take their exams. The work that students do at the university does not matter as much.
Creativity in Japan is weak because of the rigid "one-shot" entrance examination system - the training in high schools is geared toward passing the exams. That is one of the most important potential drawbacks when it comes to the contemporary business world that emphasizes creativity and flexibility. There is little room left to study other subjects. Micro Hasimoto of Nagoya University said, "Many students are interested in science, but they have to spend all their time preparing for university entrance examinations. " (Amano, p. 48) Inadequate universities also weaken creativity in Japan.
A lot less money and resources are devoted to the university system than elementary and secondary education. Researches are mainly conducted in business rather than universities. Universities' neglect of basic science is apparent by most school's run-down engineering and science facilities. Senior professors control grants for research and would not allocate money to exotic research project proposals. Paperwork for all equipment purchases is repetitive and time consuming. Japan's education emphasizes on practicality rather than creativity.
Rather than spending time and money for research, Japan learns and adapts to the technologies from other countries. Japanese business leaders have an effective strategy of buying patent rights from other parts of the world. Japan's educational system is standardized and uniform. Even without an adequate university system, the Japanese educational system produces one of the most highly educated populations in the world. Because of the strong emphasis on education in Japanese society, Japan is now a country that has a high literacy rate and advanced technology. There has been a great deal of discussion that centers on education of Japanese youth and the relationship of the education and related employment to the overall economic well-being of the country.
This discussion also extends to global business and the economic crisis that evolves from inadequate education in Japan. Some of this discussion relates to the sociological interaction between the schools, colleges and businesses that employ the graduating students. Other aspects of research and assessment in this field have focused on a more practical approach the education of Japanese students. This practical approach would better meet the needs of employers. One of the single and most significant faults in the system of education is that Japanese young people are not educated in the real-life needs that the business world seeks as it employs more people. This failing in a practical education is leading to an economic crisis in the labor market today.
Education in the 21 st century varies substantially in Japan and around the world. In Japan, education stresses the importance of grades and academic achievement. While the use of academic grades is one approach to measuring the students achievements it does not provide a complete picture of a students knowledge or potential as a member of the future workforce. This confusion and a lack of true evaluation of the students skills stem from a lack of understanding of the meaning and a value of these grades. To produce students that will become valued members of the business workforce, a clear understanding of academic grades must be established. Under Japanese current educational system academic grades are representative of the students cognitive achievements. (Benjamin, p. 59) They do not however provide any indication of how a student will behave in the workplace environment.
How are graduating students entering the work force? Some businesses hold job fairs at Japanese schools just like in many other countries worldwide. These events provide an opportunity for the businesses to conduct both informal and formal interviews of students. Unfortunately only a few of the major employers participate in these programs. These businesses are usually looking for the cream of the graduating class. The remainder of the graduating class, usually more than 80 percent, is left to fend for itself in a job market that they are not prepared to enter.
The remaining graduates usually struggle through a variety of interviews and mediocre jobs before the settle into a somewhat stable career. While the process described above usually helps a few really bright and talented students enter long-term meaningful careers, the bulk of the students must struggle to develop a career. The Japanese educational system must strive to do a better job of educating students about real world careers and how to obtain them. Economic conditions within todays world are far from stagnant. Global markets are reaching out to all corners of the world and advances in technology are accelerating this movement to an almost instantaneous frenzy.
As a result, the needs of business in manufacturing, management, and scientific fields are in a state of perpetual flux. Businesses today are seeking new employees that can demonstrate a practical approach to...
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Research essay sample on Education In Japan Since World War Part 1
