JAPANESE EDUCATIONAL SYSTEM

1. Goals and Objectives

 Goals

a) Motivation and attitude toward learning.

 Curiosity, willingness to engage, and applying learning to real life.
b) Acquisition of knowledge and technical skills.
 Core academic disciplines: language, mathematics, science, social studies, etc.
 Basic digital literacy, foreign languages, and logical thinking.
c) Skills to think, make judgments, and express oneself.
 Critical and creative thinking
 Communication skills
 Teamwork and self-expression
 Objectives
 Cultivate empathy, responsibility, and self-control.
 Promote inquiry-based thinking and environmental awareness.
 Encourage understanding of history, society, and citizenship.
 Foster global awareness and communication skills.
 Build healthy habits and teamwork.

2. Structure

a. Preschool

There are two types of early childhood education and care in Japan:

 Childcare centers (hoikuen), which are generally full-day programs and serve children from birth to age 6,
 Kindergartens (youchien), which are generally half-day and serve children aged 3 to 6.

b. Primary Education
 Structure and Duration

 Compulsory Education: Begins at age 6 and lasts for six years (Grades 1–6).
 Public primary schools are tuition-free; families pay for materials, lunches, and some activities.
 Nearly all children attend public schools, with only 1% attending private primary institutions.

 Teaching and Learning Environment

 Teachers follow detailed MEXT curriculum guidelines and approved textbooks.

 Emphasis on:
- Group harmony and discipline
 - Moral education
- Hands-on and cooperative learning
 School days are Monday to Friday; Saturday school is optional and left to the school's discretion.
 School year begins in April and ends in March, with breaks in summer, winter, and spring.
 Typical school day: starts around 8:30 a.m. and ends by 3 p.m., followed by club activities or additional
learning.
 Assessment

 Students are continuously assessed through teacher-designed tests and classroom participation.
 National standardized testing begins in Grade 6 with the National Assessment of Academic Ability (NAAA),
covering Japanese, math, science, and (since 2019) English.

c. Secondary Education
 Lower Secondary School (Chūgakkō)
 Grades 7–9 (Ages 12–15)
 Compulsory for all students.
 Publicly funded; no tuition fees, though families may pay for supplies and extracurricular.
 Core subjects: Japanese, math, science, social studies, English, music, arts, physical education, and
technology.
 Moral education and special activities (e.g., clubs, ceremonies).
 English instruction becomes formal and graded.

 Upper Secondary School (Kōtōgakkō)

 Grades 10–12 (Ages 15–18)
 Not compulsory, but over 98% of students enroll.
 Divided into:
o Academic track (majority)
o Vocational/technical track
 Academic schools: Continue core subjects with added electives in sciences, humanities, and languages.
 Vocational schools: Combine general education with specialization in areas like agriculture, business, and
engineering.
 Super High Schools: Elite programs in STEM, global studies, and vocational areas.
Teaching and Instruction

 Teachers are subject specialists, especially in upper secondary schools.

 Lesson study (collaborative lesson planning and reflection) is widely practiced.
 Teacher rotation between schools helps distribute expertise and support struggling schools.
Assessment and Exams

 High-stakes entrance exams determine placement into upper secondary and universities.
  At the end of lower secondary, students apply to upper secondary schools based on:
o Entrance exam scores
o Academic records
o Extracurricular activities
 National Assessment of Academic Ability (NAAA) in Grade 9 monitors national education quality.

 Career and Vocational Education

 Vocational upper secondary schools prepare students for employment or further vocational training.

 Super Professional High Schools offer partnerships with industry and universities.

 Graduates may pursue:

o Employment

o Specialized training colleges

o Colleges of technology (Kosen)

o Universities (though less common for vocational grads)

 Extracurricular and Support Systems

 Students participate in club activities (sports, music, arts), which are integral to school life.
 Education Support Centers help students with psychological or academic challenges.
 Community tutoring programs assist low-performing students, especially in underprivileged areas.

d. Tertiary Education

i) Universities

 Offer four-year bachelor’s degree programs; some offer master’s and doctoral programs.

 Categorized into:

o National universities (funded by the central government)

o Public universities (funded by local governments)

o Private universities (funded independently; most numerous)

 Fields of study include humanities, social sciences, natural sciences, engineering, education, and medicine.

 Entry is highly competitive, often determined by entrance examinations.

ii) Junior Colleges (Tandai)

  Offer two- to three-year programs focused on vocational and practical training.

 Traditionally attract more women, offering programs in fields such as early childhood education, home
economics, and health care.

iii) Colleges of Technology (Kosen)

 Students enter at age 15 after lower secondary school.

 Programs last five years and emphasize engineering and industrial skills.

 Students receive an associate degree; some continue to advanced courses or universities.

iv) Specialized Training Colleges (Senmon Gakko)

 Offer vocational education in eight fields: technology, agriculture, medical care, welfare, business, fashion,
education, and general studies.

 Programs can be two years (diploma) or 3–4 years (advanced diploma).

 Open-entry, no national entrance exam required.

3. Administration and Control

 Ministry of Education, Culture, Sports, Science and Technology (MEXT)

 Primary national authority responsible for education policy and planning.

 Responsibilities include:
o Setting the national curriculum guidelines.
o Approving textbooks and teacher certification standards.
o Establishing university and school system regulations.
o Allocating funds to prefectures and municipalities.
o Conducting national assessments (e.g., National Assessment of Academic Ability).
o Guiding reforms and innovations (e.g., digital education, curriculum updates).

 Other Ministries

 Ministry of Health, Labour and Welfare (MHLW): Oversees childcare centers (hoikuen) and welfare-related
educational services.

 Children and Families Agency (est. 2023): Coordinates child-related policies across ministries, including
education, to address child poverty and abuse.

 Prefectural Boards of Education

 Appointed by prefectural governors.

  Responsibilities:

o Hire and assign teachers for primary and lower secondary schools.

o Supervise school operations.

o Provide funding and support to municipal boards.

o Implement training and professional development for educators.

o Advise governors on appointment of the superintendent of education.

 Superintendent of Education

 Formerly appointed by the board; now appointed by the governor with board advice.

 Leads education policy at the prefectural level.

 Municipal Boards of Education

 Appointed by mayors.

 Handle daily operation of primary and lower secondary schools.

 Responsibilities include:

o Selecting textbooks from MEXT-approved lists.

o Recommending teacher appointments to the prefectural board.

o Managing in-service teacher training.

o Supervising school facilities, curriculum implementation, and school activities.

 School-Level Administration

Principals

 Lead the implementation of the national curriculum within schools.

 Responsible for day-to-day school management and planning school-level curriculum.
Teachers

 Design lesson plans within the framework of national guidelines.

 Communicate regularly with parents and engage in extracurricular supervision.
 Often stay with the same group of students over several years, fostering close relationships.

4. Financing

a) National Government
  Overseen by the Ministry of Education (MEXT).
 Provides:
o One-third of public school teacher salaries.
o Subsidies for school facilities and materials.
o Tuition subsidies for low-income families.
o Grants to private schools for teacher salaries and infrastructure.

b) Prefectural Governments
 Fund two-thirds of teacher salaries.
 Allocate grants to municipalities for school operations.
 Oversee vocational high schools and special needs education.
c) Municipal Governments
 Responsible for:
o Daily school operations
o School meals, transportation, extracurricular, and minor facility maintenance

5. Support for Families and Students

 Support for Struggling Students

In-School Academic Support
 Teachers in lower secondary schools have reduced teaching hours (about 18 per week), allowing them time
to:
o Meet with students individually.
o Plan interventions with colleagues.
o Communicate with parents about academic issues.
 Chiiki Mirai Juku (Community Tutoring Programs)
 Launched in 2015 to support struggling students.
 Operated by local municipalities using government guidance.
 Tutors include:
o University students in teacher training.
o Retired educators.
 Originally targeted at low-income students, but many municipalities now serve all students in need.
 Special Needs Education
Inclusive and Tiered Approach
 Delivered through four main settings:
 o Special schools for severe disabilities.
o Special classes within regular schools.
o Resource rooms (tsukyu) for targeted pull-out instruction.
o Mainstream classrooms with modifications.
 Support for Low-Income Families
Financial Assistance Programs
 Education Assistance (Ministry of Health, Labour and Welfare) and Assistance to School Attendance
(MEXT):
o Cover meals, uniforms, school supplies, transportation, and field trips.
 Upper Secondary Support
 High School Enrollment Support Fund offers tuition waivers.
 High School Supplemental Scholarship Fund covers additional schooling expenses.
 Families can also use these subsidies toward private school tuition.

 Remote and Isolated Area Support

Law for the Promotion of Education in Remote and Isolated Areas (1954)
 Focuses on:
o Teacher training and recruitment.
o Infrastructure development.
o Access to instructional materials and healthcare.
 Teacher Incentives
 Educators working in remote areas receive financial allowances based on:
o Internet access.
o Travel time.
o Infrastructure quality.
 Education Support Centers (Tokubetsu Shien Kyoiku Sentā)
 About 1,300 centers nationwide.
 Offer alternative learning spaces for:
o Students unable to attend regular school due to mental, physical, or emotional reasons.
 Services include:
o Academic tutoring.
o Counseling.
o Recreational and social support.

 Early Childhood and Family Support

 Child Allowance and Healthcare
 Monthly universal child allowance up to age 15.
 Healthcare for children is largely free, with the government covering 70% or more of costs.
 Parental Leave and Childcare
 Parents receive up to 58 weeks of paid leave (combined maternity + childcare).
 Since 2019, free childcare is offered to:
o All children aged 3–5.
o Low-income children aged 0–2.

 School Lunch and Nutrition Education (Shokuiku)

 Highly subsidized lunch programs are provided in all public schools.
 Students participate in serving meals and are educated about:
o Nutrition.
o Food culture.
o Hygiene and table manners.
 Digital and Technological Support
Post-COVID Reforms
 Global and Innovative Gateway for All Schools Program (2021) aims to:
o Provide a device for every student.
o Build digital infrastructure for remote learning.
o Enable equitable access to educational data and tools.

5. Teacher Training
Teacher Education and Certification
Level Qualification Validity

Class II Certificate Associate degree (junior college) 15 years (renewable)

Class I Certificate Bachelor’s degree (university) Permanent (if renewed)

Advanced Certificate Master’s degree Highest level

Each certificate can be general, subject-specific, or specialized (e.g., music, art).

 Teacher Education Programs
 Offered at universities, junior colleges, and teacher training colleges.
 Must be approved by MEXT (Ministry of Education, Culture, Sports, Science, and Technology).
 Programs include:
 o Pedagogy courses
o Subject-specific courses
o Special needs and moral education
o Teaching practicums (minimum three weeks)
 Teacher Recruitment Process
Highly Competitive Hiring
 Even after earning certification, teachers must pass a prefectural hiring exam (Public School Teacher
Employment Exam), which includes:
o Written tests (general and subject knowledge)
o Interviews
o Demonstration lessons
o Essays
Registration and Selection
 Candidates are ranked by score and added to a registry.
 Schools hire from the top of the list, with no automatic job placement after certification.
 Induction and Probation
 All newly hired teachers:
o Are assigned a mentor (experienced teacher).
o Have reduced teaching responsibilities.
o Receive feedback and guidance on classroom management, planning, and instruction.
 After the first year, teachers are evaluated for full employment status and access to benefits and union
membership.
 Continuing Professional Development (CPD)
Requirements
 Teachers must renew their certificates every 10 years.
 Must complete at least 30 hours of formal CPD during that period.
 Career Progression
 Career path includes roles such as:
o Head teacher
o Vice-principal
o Principal
 Promotions are based on experience, performance, and prefectural criteria.
 Experienced teachers may also serve in administrative offices or boards of education.

6. Curriculum Development
 Lead Agency: MEXT
 MEXT sets national curriculum guidelines (gakushū shidō yōryō).
 It works with:
o University professors
o School administrators
o Subject experts
o The Central Council for Education (a key advisory body)
 Local Implementation
 Prefectural and municipal boards implement curriculum under national guidelines.
 Teachers have flexibility in instructional methods, but must follow core learning objectives.

 Curriculum Revision Cycle

 The curriculum is revised about every 10 years.
 Each revision reflects:
o Social and economic changes
o Technological developments
o International benchmarking (e.g., PISA, TIMSS scores)
Primary Education
 Subjects: Japanese, math, science, social studies, music, arts, P.E., moral education
 English introduced informally in Grade 3; formally graded in Grades 5–6
 Programming became mandatory in 2020
Lower Secondary
 Builds on primary subjects with added electives and foreign languages
 Technology and home economics are introduced
 Moral education continues, guided by national standards
Upper Secondary
 Continuation of core subjects + electives
 New additions include:
o Science inquiry
o Social studies inquiry
o Career and life planning
o Digital literacy
 English proficiency and programming further emphasized
 Textbooks and Instructional Materials
  Private publishers produce textbooks based on MEXT guidelines.
 MEXT reviews and approves every textbook before it is used.
 Local boards of education select textbooks from the approved list.

8. Future Trends in Education

 Digital Transformation and Ed-Tech Integration

Key Initiatives:

 Device Program: Every student is to be provided with a digital device.

 Digital Textbooks: Pilots launched in 2022, with full rollout (starting with English) from 2024.
 Online Learning Platforms: The Children’s Learning Support Website and regional digital portals are
expanding.

 GIGA School Program: Aims to enhance digital infrastructure and teaching capacity in every school.

 Globalization of Education

 Emphasis on English proficiency (now a graded subject from Grade 5).

 Expansion of Super Global High Schools and international exchange programs.

 Increased focus on global competencies, cultural understanding, and cross-border collaboration.

 Emphasis on STEM and Innovation

 A multi-billion-yen fund (2022) was launched to strengthen STEM education in universities.

 Coding and programming are now compulsory in primary and lower secondary schools.

 Development of robotics, AI, and engineering curricula.

 Stronger industry-university partnerships for research and innovation.

 More Kosen colleges and professional and vocational universities for technical talent development.

 Lifelong Learning and Reskilling

 Aging society and rapid workforce changes require lifelong learning pathways.

 Expansion of adult education, reskilling programs, and online courses.

 Use of MOOCs, corporate-university partnerships, and community learning hubs.

 Support for transitions between careers through professional and vocational universities.