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Example research essay topic: Education In Japan Since World War Part 2 - 2,380 words

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... problem solving. They are also seeking the less tangible academic skills that allow the new employee to interface in a social and supportive manner within the organization. Some new employees in Japan come into businesses with a high academic record but totally lacking the fundamental social skills to fit into an operating and functioning business.

Not only does a lack of interactive personal skills have a significant impact on other employees within the business but also has a dramatic impact on productivity and business client relationships. This impact can very quickly lead to loss of contracts and productive work that results in a decline in the business. The problems of integrating new people into the workforce and finding people with the appropriate skills to hire exist throughout the world. Japan appears to place considerable focus on academic achievement but in many instances does not produce the type of graduates that can be effectively integrated into the workplace environment. This is in sharp contrast to countries like United States and Germany where graduating students are much more effectively integrated into an operating economic organization. Several studies have looked at this difference.

One of the more significant factors that has contributed to a successful integration all of the students into the workforce is through the development of a strong relationship between businesses seeking those graduate students and the colleges that are responsible for their education. In Germany and United States major businesses have become actively involved with the local schools and colleges. Through this involvement, the business organizations have spent a great deal of effort to define these skills that they seek when hiring employees. This may appear on the surface to be a wonderful exercise in social engineering. However, the businesses in these countries learned quickly that if the educational institutions can produce graduates with the knowledge and skills to quickly integrate into the workforce in a productive manner, then the business receive a significant benefit to their economic bottom line. The effort spent with the educational institutions is a small cost to the businesses when compared to money spent on training an employee when they start work. (Goldberg, p. 104) The cost to a business of acquiring and integrating new employees can be extremely significant.

For businesses within Japan the cost of hiring even a moderately experienced employee can be the equivalent all of one-half to a full years salary for the person. These integration costs are typically not recovered by the contribution of that employee for at least 9 to 12 months. In other countries, particularly Germany the educational system has evolved an approach that puts a large number of students through an apprenticeship program. These apprenticeship programs are not limited strictly to what we refer to as trades, but also focus on engineers, scientists, business, and many other fields within the higher education system. This type of program allows students approximately 20 hours a week of real-life work education in their study field. By the time of graduation, these students understand what it means to productively contribute to their employers business.

During the apprenticeship programs students learn many of the non-academic and non-technical skills that are paramount for successful employment and growth within a business. These skills include the need for social interaction with other employees, and understanding of how to resolve disputes, disagreements and differences of opinion with other employees. The learning and understanding of these soft skills leads to a more stable workforce within the business as well as better economic and profitable climates for the economic regime of the country as a whole. In order to find out what can be modified in the Japanese educational system in order to make it more efficient in preparing would be business employees, it is rather useful to compare it with the educational systems of European countries, namely Sweden and Germany. Institutions of higher education in Germany and Sweden include universities, technical universities, colleges of education for teacher training, colleges of art and music, and distance learning universities. Most students attend a traditional university.

Here they can find the broadest range of subjects available. Some universities focus on certain fields of study and are well known in special areas, but there is not as much difference among universities as there is in the United States. Schools also do not offer much in the way of campus life (buildings are spread out all throughout a city) and sports programs are basically non-existent. There is no group of elite universities in Germany and Sweden as in Japan. Each university must offer all subjects in order to be recognized. There also are no tests that have been developed to rank schools on teaching and research achievements.

Schools do not differ that much, and that is something that motivates students to enter any school they feel suitable, not some particular school. (Wray, p. 41) The programs of study at most schools are not very organized. They consist of four semesters of basic studies and then a suggested length of four semesters of main studies with areas of concentration. In law, the suggested length of study is 3. 5 years. However, many students do not make it in the suggested time.

This is because they are able to fulfill all their requirements at their own pace. 20 % of students change their specialization at some time that prolongs their studies. The average length of study is about seven years. The area of teaching in lower grades is the only program that can be completed in less then four years. Some students who have to pay to live in residence halls are able to qualify for financial assistance under the Federal Training Assistance Act in Germany and a similar legislation in Sweden. Starting in their fourth semester the assistance depends upon their academic performance. However, most students rely more on their own source of income then financial assistance when it comes to housing, and it is possible because they do not have to pay for the education itself.

Germany and Sweden are parts of the European Union. All the countries that are members of the European Union are to be integrated. That means that in terms of education they must have uniform training programs. However, not all of Germany and Sweden's states have a uniform program. Their Education system is a federal structure with common goals and similar structure, but varying systems in each state. Once all the countries in the European Union have a uniform training program then teachers will be able to choose what country they want to teach in.

German teachers are now at a disadvantage because of their lengths of study. The minimum ending age of teacher training in Germany and Sweden is 26, but the average graduating age is 28. 8. Most German and Swedish students enter the university at an average age of 21. 6 years instead of 19. This is because some students are obligated to fulfill a 12 -month military service or a 15 -month alternative service before they are able to enroll for higher education. Also students may choose to engage in vocational training before hand so they may gain experience.

Experience in their chosen field of study is another factor taken into consideration (along with length of time on waiting lists, interviews, students with special needs, foreign students, and time spent in the military) for admission to a university. In order to move on to higher education, a student must obtain the diploma. The most common way to obtain the diploma is by following the secondary education path that leads to higher education. Students may get the diploma in one subject area, which restricts them to that area of study. To lift this restriction they must pass an examination in a foreign language. Those already employed can use the Second Chance Education.

They might study at evening schools to prepare for getting their diplomas. Some states allow highly skilled workers to study in their field of expertise if they can pass an entrance exam. Since 1988, students in Germany and Sweden have been able to select subjects that weren't traditionally offered such as psychology, sociology, and economics. That certainly broadened their educational horizons. (Wray, p. 102) Since they no longer take traditional core subjects critics of the diploma believe they are being tested in so called "soft subjects" making it easier for them to pass. They look to the Ministers of culture and education to revise the diploma and make the core subject mandatory. Overcrowding in Universities is a major problem and it is caused by a few different factors.

Certain courses of study have a large number of applicants so admissions restrictions eventually had to be imposed. Students have to apply to the Central Office for Allocation of Study Places and request three locations for study. They receive their first choice only if there is room. Another factor that is affecting the teacher-student ratio is the age of professors. Not only are there more students each year but there are fewer professors.

The average age of professors is 51. 7 at universities. From now until 2005, half of all the current professors are expected to retire and their positions will go unfilled due to lack of money. This could result in fewer students being accepted or else a higher teacher-student ratio (thus adding to the overcrowding which causes students to feel very alienated because they are not able to get any attention or extra assistance from their instructors). Despite those substantial drawbacks and the fact that students do not have to pay for their education, the educational systems of Sweden and Germany are business oriented. Not only they give their students the amount of knowledge needed in order to succeed in further life, but also prepare them to enter the ever-changing job market and succeed in business ventures. The Science Council has made recommendations that spending be increased for higher education in Germany and Sweden so that more students may be accepted.

Since there are more student than facilities can handle there must be an expansion of facilities. This has already been taking place. The result is however campuses spread out all across cities. The Socrates Erasmus program, a very important part of European education, is helpful in improving higher education system in the European countries, it has many goals and objectives, among which improving the quality of student life and the educational curriculum are by far the most important. Thus, there are several aspects of Japanese current educational system that can be modified in order to make Japanese students ready to enter business world.

With some relatively minor adjustments, the school and college education programs can yield significant enhancements to the quality of graduating students. These improvements will provide major beneficial impacts to businesses as well as local and regional economic improvement. The assessment of educational systems in the U. S. and Germany suggests that a more business-integrated approach to education will provide a population that is more effective as it enters the work force. Use of education programs that interact with business and business needs has proven effective and results in a more stable work force.

The key to integrating business into the educational system requires several steps. The Japanese educational system must be pro active in reaching out to businesses in an effort to better define their needs. Understanding what is lacking in existing training programs will provide a foundation to build a new educational framework that provides better focus to actual workplace conditions. Besides, businesses themselves must share in the responsibility by developing training environments and educating our students.

They cannot abdicate their responsibilities in the educational responsibilities and expect to have well qualified graduating students that can enter the workplace effectively. By implementing the changes discussed above Japanese students will get a realistic taste of the work environment in their areas of interest. This way the student can understand the real world of there potential career and help the choose there growth path with some degree of certainty. This try be for you buy approach will significantly reduce the number of students who enter the work force without a clear understanding of what there career has in store for them. The beneficial effect of this approach will be seen in reduced career changes by students and higher retention rates by students and higher retention rates by businesses. Therefore, we can conclude that although Japanese educational system has some core competencies as compared to the educational systems all over the world, there are also some significant drawbacks.

The most important failure is, in fact, in the most important area of education getting the students ready for future work. Taking into consideration always changing contemporary business environment, the Japanese graduates are not really ready to face the problems of the globalized economy. Definitely, the Japanese education system should be modified to help students adapt to the contemporary business environment and make them prepared for their future work, especially in business areas of Japanese economic system. Word Count: 4, 521 Bibliography: Amano, Into. Examination Hell and School Violence. Japanese Schooling, edited by James J.

Shields, Jr. Pennsylvania State University, 1999. Benjamin, Gail. Japanese Lessons: A Year in a Japanese School through the Eyes of an American Anthropologist and Her Children. New York City: New York University Press, 1998. De Coker, Gary, editor.

The Soft Middle and the Hollow Core: The Japanese and U. S. Struggle with National Educational Standards. New York City: Teachers College Press, 2001.

Dore, Ronald and So Mari. How the Japanese Learn to Work. New York City: Routledge, 1997. Ellington, Lucien. Education in the Japanese Life-Cycle. Lewiston, N.

Y. : Edwin Mellen Press, 1992. Fukuzawa, Rebecca Erwin and Gerald K. Le tendre. Intense Years: How Japanese Adolescents Balance School, Family, and Friends. New York City: Routledge Falmer, 2000. Goldberg, Marilyn P.

Recent Trends in Special Education in Tokyo. Japanese Schooling, edited by James J. Shields, Jr. Pennsylvania State University, 1999. Ray, James. Preparing for Contemporary Business in Japan.

New York: Random House, 1999. Singleton, John. Gambaru: A Japanese Cultural Theory of Learning. Japanese Schooling, edited by James J.

Shields, Jr. Pennsylvania State University, 1999. Wray, Harry. Education in European Countries. Westport, Conn. : Bergin and Garvey, 1999.


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Research essay sample on Education In Japan Since World War Part 2

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