Japan CCS Synthesis Report

Japan Country Case Study Synthesis Report

Scottie L. Jarrett
EDTC 645

Introduction
When observing any education system from the outside, people tend to make
assumptions about the quality. In an initial observation of the Japanese education system one
would think the system is completely outfitted with the latest and greatest 21st Century
technology tools and gadgets, this is far from the truth. Even though Japan is considered as one
of the leading countries when it comes to technology innovation, as of 2011 their K-12
classrooms were completely empty of technology tools. For decades Japan has remained at or
near the top of international assessments of student learning; and in the past decade, students in
Japan have become more engaged in learning. (PISA, 2015) Over the past seventy years, Japan
education system has maintained a continuous climb in rankings above the United States and
other industrialized countries. Many believe that the quick recovery from The Great East
Earthquake of 2011, is credited to Japans commitment to a strong educational system. Japan has
ranked in the top ten of education for the last ten years. I guess its fair to say that most people
view the Japanese as intelligent and hard working people. My observation will hope to identify
certain attributes and cultural traits that lends to this theory. In this observation I hope to cover
several reasons why the Japanese education system has become one of the world leading systems
of success.
Pedagogy
In 1947, Japan adopted an education system similar to the United States education system
after World War II. The basic act on Education and the School Education Law were enacted in
1947 and the 6-3-3-4-year system of school education was established aiming at realizing the
principle of equal opportunity for education. (MEXT, 2015) Even still to this day, the American

system is still a major part of the Japanese educational system but with some minor changes. In
conventional Japanese education, the curriculum is largely designed for fact-based, examoriented learning. In this learning process standard textbooks are used to facilitate the
hierarchical flow of information from knowers to non-knowers and this one-way flow has
been implemented in the name of improving efficiency of education. Learning activities are
carried out in a closed social environment the school and a considerable gap exists between
the subjects taught at school and the activities of real life (Mima, 2003, p.266) The Japanese
approach to educate, is quite different than the way Americans look at education. Later in the
comparison of education, I hope to explain these differences. Japan education performance is
largely due to a collective effort by the government, families, and local prefectures or
communities.
The system is design with PreSchool Education (Kindergarten), Elementary School
Education (Elementary), Secondary School Education (Lower Secondary School- grades 6-9 and
Upper Secondary School-grades 10-12. The system is compulsory through the ninth grade with
students having the opportunity to continue on in high school, if they desire (not mandatory).
The majority of Japanese students attend public school from grades K-9. Students must then test
to attend the best high schools in the prefecture which are normally public schools. Since the
government funds the public school system at the high school level, most public high schools are
consider the best schools to attend. Most students are admitted to high school after they pass the
entrance exam but it is here where students are separated based on performance levels. Students
who score high on the exam continue on to higher education which increases their opportunity
for better paying jobs in the economy. In Japan, the business industries recruit heavily from the
two major universities, Tokyo University and Kyoto University. This cultural or business norm
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creates a competitive edge for students to excel in education. Throughout the Japanese education
system students and parents understand the importance of attending the best public schools and
scoring high on the performance exams. So they place increase burden on their children to do
their very best while in school. This brings into a different form of education that is widely used
but not mention in the Japanese education system. That is the huge growth in private cram
schools called juku. These schools provide a curriculum main focus is to pass the performance
exam, similar to courses in the United States to pass the ACT or SAT.
Technology Integration
It has been a slow process but Japan has recently started to integrated technology into
their education system. The Japanese started to change the way they approached technology in
education back in 1990. They developed a system call Integrated Learning this approach was
to develop critical thinking and problem-solving skills in students. During this time Japan
society started a shift from regimental forms of education to study topics to bring students
closure to individual collaboration. When you look at the commercial market for technology
items, Japan leads the production and innovation of technology devices. But these technology
innovations are not indicative of Japanese K-12 education system as mention before. It has been
said that Japan has been slow to integrate technology in the classroom. Due to the lack of a
meaningful technology policy specifically targeting teachers and pupils in Japan, educators have
little guidance on how to best inculcate a habit of digital based learning across the school
curricula.(Vallance, 2008, p. 275) Japan has tried in several attempts to integrate technology in
the past. For instance, in 1999 the Information Technology in Education Project (ITEP) was
launched with the aim that all elementary and secondary schools should use computers in
teaching by 2005.(Vallance, 2008, p. 279)
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Comparison
The comparison in education systems is quite easy to make due to the history of Japanese
reform. But the resemblance of Japan education system and how it relates to other educational
systems can be somewhat complex when you start to look deeper at the systems. In comparing
the Japanese education system to the United States, there are several differences that standout far
from the American system. The three areas that are largely different are the school hours, focus
on comprehensive study in high school, and the focus on cultural arts as it pertains to education.
The Center for Public education states, Since every state has its own time requirements
for schools, it is difficult to compare the U.S. as a whole to other countries. However, time
requirements typically do not vary dramatically from state to state. (Hull, 2011) The average
hours students spend in American schools today are between 900 and 1000 of instructional time
per year, depending on the grade attending. According to OECD, the Japanese spend almost six
weeks more than American students. This also does not take into count the additional hours
students spend in cram classes to improve their performances in test scores.
The Japanese education system is compulsory from grades K-9 and there are very few
comprehensive high schools. Because the Japanese system is so demanding once students enter
high school, some students decide to attend vocational or technical training as an alternate track
to employment. The Japanese government understands all students will not be able to attend
college, so they aid students in vocational training by providing job opportunities in the city.
On February 8, 2011, a Cabinet decision was made on the Basic Policy for the Promotion
of Culture and the Arts (Third Basic Policy). This formulated the basic direction and selective
policies to promote culture and arts over the five year period of 2011 - 2015. By placing the
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promotion of culture and the arts as a core national policy, the Agency aims to increase Japans
national strength by building an active society and realizing a lifestyle rich in spirit. (MEXT,
2015, p.11) As part of the MEXT role to provide a better education, one of the articles in the
Basic Act of Education states; Article 10 (1) Mothers, fathers, and other guardians, having the
primary responsibility for their childrens education, shall endeavor to teach them the habits
necessary for life, encourage a spirit of independence, and nurture the balanced development of
their bodies and minds. This promise is displayed in every Japanese school by teachers and
students cleaning the school daily and greeting teachers and staff with respect.
Conclusion
The Japanese education system continues to adapt and change with their environment.
One of the major differences in the Japanese system verses the US system, are the reform
mechanism. With the Japanese system the MEXT can make major changes to a complete
educational system that affects over 90% of the Japanese population. MEXT established the
Courses of Study as a broad standard for all schools to organize their programs to ensure a fixed
standard of education throughout the country. (MEXT, 2015, p. 2) These changes are mandatory
and quickly adapted by students and teachers. One of the changes that have caused some
problems in the Japanese education system is the integration of technology. But in a recent
report dated 2013 by the Ministry of Education, Culture, Sports, Science and Technology
(MEXT) aim to promote educational reform based on the principles of the Japaneses Basic Act
on Education revised in December 2006 to utilize Information and Communication Technology
(ICT) in schools to stimulate childrens interest in learning. Japan now realizes that technology
can help teachers and children in the classroom. Japan has started to integrate technology in the
classroom to strengthen collaboration in education. Also, Japan has begun to incorporate
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technology in the professional development of teachers to help advance special needs students in
the classroom.
Because the system was so rigid in the past, this huge change impacted the teaching
strategies of teachers. The learning curve for teachers was larger than Japan expected because
teachers did not have to use technology in the classroom. Even though, this changes are mainly
forced on the educational system making these changes are becoming more and more difficult
for the Japanese government due to the changing face of their society.

References
Hull, J., (2011). Center for Public Educations Senior Policy Analyst, and Mandy Newport,
Policy Intern, Retrieved 27 February 2016 from
http://www.centerforpubliceducation.org/Main- Menu/Organizing-a-school/Time-in-schoolHow-does-the-US-compare
Mima, N. (2003). Online technology is not enough: Transforming the teacher-student learning
process. In J. M. Bachnik (Ed.), Roadblocks on the information highway. Oxford:
Lexington .
Ministry of Education, Culture, Sports, Science and Technology (MEXT), Education Report
2013, retrieved 27 February 2016 from
http://www.mext.go.jp/english/introduction/1303952.htm
PISA, Retrieved 27 February 2016 from
http://www.oecd.org/edu/school/programme
forinternationaltudentassessmentpisa/strongperformersandsuccessfulreformersineducationlessonsfrompisaforjapan.htm
Vallance, M. (2008). Beyond policy: Strategic actions to support ICT integration in Japanese
schools. Australasian Journal Of Educational Technology, 24(3), 275-293.