In Japan , education is compulsory at the elementary and lower secondary levels. Virtually all students progress to the upper secondary level, which is voluntary. Most students attend public schools through the lower secondary level, but private education is popular at the upper secondary and university levels. Japan's education system played a central part in Japan's recovery and rapid economic growth in the decades following the end of World War II.
Si noynoy ay isang pisot na bayot galing sa gensan.bayoicons ang kanyang grupoAfter WWII, the Fundamental Law of Education and the School Education Law were enacted in 1947 under the direction of the occupation forces. The latter law defined the school system that is still in effect today: six years of elementary school, three years of junior high school, three years of high school, two or four years of university.
Education prior to elementary school is provided at kindergartens and day-care centers. Public and private day-care centers take children from under age one on up to five years old. The programmes for those children ages 3–5 resembles those at kindergartens. The educational approach at kindergartens varies greatly from unstructured environments that emphasize play to highly structured environments that are focused on having the child pass the entrance exam at a private elementary school.
History
Main article: History of education in JapanFormal education in Japan began with the adoption of Chinese culture in the 6th century. Buddhist and Confucian teachings as well as sciences, calligraphy, divination and literature were taught at the courts of Asuka, Nara and Heian. Scholar officials were chosen through an Imperial examination system. But contrary to China, the system never fully took hold and titles and posts at the court remained hereditary family possessions. The rise of the bushi , the military class, during the Kamakura period ended the influence of scholar officials, but Buddhist monasteries remained influential centers of learning.
In the Edo period, the Yushima Seidō in Edo was the chief educational institution of the state; and at its head was the Daigaku-no-kami , a title which identified the leader of the Tokugawa training school for shogunate bureaucrats.
Under the Tokugawa shogunate, the daimyō vied for power in the largely pacified country. Since their influence could not be raised through war, they competed on the economic field. Their warrior-turned-bureaucrat Samurai elite had to be educated not only in military strategy and the martial arts, but also agriculture and accounting. Likewise, the wealthy merchant class needed education for their daily business, and their wealth allowed them to be patrons of arts and science. But temple schools (terakoya) educated peasants too, and it is estimated that at the end of the Edo period 50% of the male and 20% of the female population possessed some degree of literacy. Even though contact with foreign countries was restricted, books from China and Europe were eagerly imported and Rangaku ("Dutch studies") became a popular area of scholarly interest.
After the Meiji Restoration of 1868, the methods and structures of Western learning were adopted as a means to make Japan a strong, modern nation. Students and even high-ranking government officials were sent abroad to study, such as the Iwakura mission. Foreign scholars, the so-called o-yatoi gaikokujin, were invited to teach at newly founded universities and military academies. Compulsory education was introduced, mainly after the Prussian model. By 1890, only 20 years after the resumption of full international relations, Japan discontinued employment of the foreign consultants.
The rise of militarism led to the use of the education system to prepare the nation for war. The military even sent its own instructors to schools. After the defeat in World War II, the allied occupation government set an education reform as one of its primary goals, to eradicate militarist teachings and "democratize" Japan. The education system was rebuilt after the American model.
The end of the 1960s were a time of student protests around the world, and also in Japan. The main subject of protest was the Japan-U.S. security treaty. A number of reforms were carried out in the post-war period until today. They aimed at easing the burden of entrance examinations, promoting internationalization and information technologies, diversifying education and supporting lifelong learning.
In successive international tests of mathematics, Japanese children consistently rank at or near the top (see TIMSS). The Ministry of Education, Culture, Sports, Science and Technology (MEXT) is responsible for educational administration.
Structure
The school year in Japan begins in April and classes are held from Monday to either Friday or Saturday, depending on the school. The school year consists of three terms, which are separated by short holidays in spring and winter, and a one month long summer break.
The year structure is summarized in the table below.
Kindergarten and nursery school
Early childhood education begins at home, and there are numerous books and television shows aimed at helping parents of preschool children to educate their children and to "parent" more effectively. Much of the home training is devoted to teaching manners, proper social behavior, and structured play, although verbal and number skills are also popular themes. Parents are strongly committed to early education and frequently enroll their children in preschools.
Kindergartens ( 幼稚園 , yōchien ? ) , predominantly staffed by young female junior college graduates, are supervised by the Ministry of Education, Culture, Sports, Science and Technology, but are not part of the official education system. The 58 percent of kindergartens that are private accounted for 77 percent of all children enrolled. In addition to kindergartens there exists a well-developed system of government-supervised day-care centers ( 保育園 , hoikuen ? ) , supervised by the Ministry of Health, Labour and Welfare. Whereas kindergartens follow educational aims, preschools are predominately concerned with providing care for infants and toddlers. Same as kindergartens there are public or privately run preschools. Together, these two kinds of institutions enroll well over 90 percent of all preschool-age children prior to their entrance into the formal system at first grade. The Ministry of Education's 1990 Course of Study for Preschools, which applies to both kinds of institutions, covers such areas as human relationships, environment, words (language), and expression. Starting from March 2008 the new revision of curriculum guidelines for kindergartens as well as for preschools came into effect.
Elementary school
Main article: Elementary schools in JapanMore than 99% of children are enrolled in elementary school. All children enter first grade at age six, and starting school is considered a very important event in a child's life.
Virtually all elementary education takes place in public schools; less than 1% of the schools are private. Private schools tended to be costly, although the rate of cost increases in tuition for these schools had slowed in the 1980s. Some private elementary schools are prestigious, and they serve as a first step to higher-level private schools with which they are affiliated, and then to a university.
Junior high school
Main article: Secondary education in JapanLower secondary school covers grades seven, eight, and nine, children between the ages of roughly 12 and 15, with increased focus on academic studies. Although it is still possible to leave the formal education system after completing lower secondary school and find employment, fewer than 4% did so by the late 1980s.
Like elementary schools, most lower-secondary schools in the 1980s were public, but 5% were private. Private schools were costly, averaging 558,592 yen (US$3,989) per student in 1988, about four times more than the 130,828 yen (US$934) that the ministry estimated as the cost for students enrolled in public lower secondary schools. Teachers often majored in the subjects they taught, and more than 80 % graduated from a four-year college. Classes are large, with thirty-eight students per class on average, and each class is assigned a homeroom teacher who doubles as counselor. Unlike elementary students, lower-secondary school students have different teachers for different subjects. The teacher, however, rather than the students, moves to a new room for each fifty or forty-five minute period.
Instruction in lower-secondary schools tends to rely on the lecture method. Teachers also use other media, such as television and radio, and there is some laboratory work. By 1989 about 45 % of all public lower secondary schools had computers, including schools that used them only for administrative purposes. Classroom organization is still based on small work groups of four to six students, although no longer for reasons of dis
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