Comparative Study Of Education System

COMPARATIVE EDUCATION

STUDY OF SYSTEM

ATHIRAH ISMAIL@YOP HAYATI MAT AMIN NURUL SHAFIAH MUSTAFA KAMAL

Education System Education systems are established to provide education and training, in most cases for children and the young.  Education systems can be used to promote doctrines or ideals as well as knowledge, which is known as social engineering. This can lead to political abuse of the system, particularly in totalitarian states and government. 

COMPARATIVE EDUCATION

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Definition of Comparative Education Comparative education is a fully established academic field of study that examines education in one country (or group of countries) by using data and insights drawn from the practices and situation in another country, or countries. Rationality: Many important educational questions can best be examined from an international-comparative perspective.

According to Harold J Noah(1985), comparative education has four purposes: 1)To describe educational systems, processes, or outcomes. 2)To assist in the development of educational institutions and practices. 3)To highlight the relationships between education and society. 4)To establish generalized statements about education that are valid in more than one country. 

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One of the most fruitful kinds of comparisons is one that is made in order to understand a country through its schools. In this course comparisons will be made with several countries in order to understand:

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1)The relationship of schools to the culture within which they are embedded, 2)The commonalties and differences across national borders today, especially how cultures deal with minorities, and 3)The influence the student’s own schooling experiences have had on his or her perspective.

SCOPES OF STUDY

History  Philosophy of education  Types of school  Level of education  School culture  Co-curriculum implementation  Exam  Language as medium of instruction  Curriculum development 

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Education in Philippine Athirah bt Ismail @ Yop

Country profile QUICK GLANCE:

Official Name : Republic of the Philippines Location : Southeastern Asia, archipelago between the Philippine Sea and South China Sea, east of Vietnam Islands : 7,107 Capital : Manila Climate : Tropical Marine/Monsoon Population : 88.5 Million Literacy : 92.6% Basic Ed Cycle : 10 years Sch.Participation : 85% (2007-2008) Medium of Inst. : English except for Filipino Subject

COUNTRY PROFILE Philippines is an archipelago composed of more than 7, 100 islands located in Southeastern Asia, archipelago between the Philippine Sea and South China Sea, east of Vietnam.  The official name is Republic of the Philippines with Manila as the Capital.  Total population is around 88.5 Million, literacy rate is 92.6% with 10 years of basic education cycle.  Medium of instruction is English except for Filipino subject. Philippines is 

COUNTRY PROFILE

HISTORY

PRE - MAGELLANIC TIMES E d u ca tio n w a s in fo rm a l, u n stru ctu re d , a n d d e vo id o f m e th o d s.  C h ild re n w e re p ro vid e d m o re vo ca tio n a l tra in in g a n d le ss a ca d e m ics ( 3 R s) b y th e ir p a re n ts a n d in th e h o u se s o f trib a ltu to rs. 

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R

EADING , WRITING RITHMETIC

PRE-SPANISH SYSTEM T h e trib a ltu to rs w e re re p la ce d b y th e S p a n ish M issio n a rie s. re lig io n - o rie n te d . It w a s fo r th e e lite E d u ca tio n a lD e cre e o f 1 8 6 3  m u n icip a lg o ve rn m e n t- o n e p rim a ry sch o o lfo r b o ys a n d g irls in e a ch to w n  Je su its - n o rm a lsch o o lfo r m a le te a ch e rs .  Prim a ry in stru ctio n : fre e a n d co m p u lso ry.  E d u ca tio n i n a d e q u a te , su p p re sse d , a n d co n tro lle d 

JAPANESE REGIME M ilita ry O rd e r N o . 2 in 1 9 4 2 - Ja p a n e se e d u ca tio n a lp o licie s. O n O cto b e r 1 4 , 1 9 4 3 , th e Ja p a n e se - sp o n so re d R e p u b lic cre a te d th e M in istry o f E d u ca tio n . Ta g a lo g , P h ilip p in e H isto ry , a n d C h a ra cte r E d u ca tio n w a s re se rve d fo r Filip in o s. 

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Love for work and dignity of labor was emphasized .

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Overview of Philippine Educational System Mandate

1987

1994

2001

1987 Philippine Constitution

®DECS is the principal government agency responsible for education and manpower development. ®“The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all." (Art. XIV, Sec. 1)

Cont.. • Furthermore, Article XIV (Education, Science and Technology, Arts, Culture and Sports) spelled out the State’s policy on education. This includes, among others, the following: • Section 1. The State shall protect and promote the right of all citizens to quality educaiton at all levels and shall take appropriate steps to make such education accessible to all. • Section 2. The State shall: (1) Establish maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people and society;

• (2) Establish and maintain a system of free public education in the elementary and high school levels. Without limiting the natural right of parents to rear their children, elementary education is compulsory for all children of school, age; • (3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other incentives which shall be available to deserving students in both public, especially to the underprivileged; • (4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs and

Cont.. • Section 3 (1) All educational institutions shall include the study of the Constitution as part of the curricula. • (2) They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline encourage critical and creative thinking, broaden scientific and technological knowledge, and promote vocational efficiency. • Section 4 (1) The state recognized the complementary roles of public and private institutions in the educational system and shall exercise reasonable supervision and regulation of all educational institutions.

Overview of Philippine Educational System

Mandate 1987

1994

2001

Tri-focalization of Education Management

®RA 7722 and RA 7796 created: ®DECS for basic education ®CHED for higher education ®TESDA for post-secondary, middle-level manpower training and development

DECS

Overview of Philippine Educational System Mandate

1994

2001

1987

“Governance of Basic Education Act of 2001”

®RA 9155: ®Formally renamed DECS as the Department of Education and transferred “culture” and “sports” to the National Commission for the Culture and the Arts and the Philippine Sports Commission

DECS

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PHILOSOPHY The State shall promote the right of every individual to relevant quality education regardless of sex, age, breed, socio-economic status, physical and mental condition, social or ethnic origin, political and other affiliation. The State shall therefore promote and maintain equality of access to education as well as the enjoyment of benefits of education by all its citizens (BP Blg. 232).

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Every child with special needs has a right to an educational program that is suitable to his needs. Special Education shares with regular education basic responsibilities of the educational system to fulfill the

Vision: Functionally Literate Filipinos

• ICT in Education • Partnerships with Private Sector/Industry • Increase spending for Basic Education

Teachers

Scho

• Teachers benefits and Welfare

• Pre- school • Feeding

B A S I C Elementary

ECE DSWD DOH LGUs

• Training • Certification Program

Grade 1 Readiness Test

m iculu Curr

• SBM • Critical learning resources

• Hiring and deployment

Students

ol s

Teacher Development and Supply

• RBEC • Tech Voc • Food for • English, school Science, Math • Every Child a • NAT Reader • NCAE • Multi-Grade • A&E • Distance and alternative learning

E D U C AT I O N High School

Public Schools Private Schools Drop-outs

E TP S GA

CHED

Special Education College/ University

? NCAE +

Technical Vocational

Counselling

TESDA

Labor Force

Alternative Learning

Accreditation & Equivalency

Basic Education Framework

INDUSTRY

Basic Education Framework The Basic Education Framework in a snapshot, with the vision of “Functionally Literate Filipinos.” It shows the scope of the sector and the extent of coordination we do with other partner government institutions, the academe and the industry. From the provision of Early Childhood Education at age 5 (of which DepED is an active player alongside DSWD, the LGUs and the private sector), we start caring for the child when he or she enters the formal school at age 6. 

Basic Education Framework Prior to formal instruction, we check on his/her readiness for formal instruction through the Grade 1 Readiness Assessment Tool. If found ready, the child immediately proceeds to formal Grade 1 work; Otherwise, the child undergoes the 8-week preschool education course. 

Next is the 6 years of elementary education and the 4 years of high school education.  Learning assessment takes place at Grade 6 and at Year 2.  And at Year 4, the student is administered the National Career Assessment Examination (NCAE) to guide him/her and the parents in the career choices to make – of whether proceeding to post-secondary education under TESDA or to higher education under CHED, or join the world of work. 

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Basic Education Framework Students who cannot be accommodated in public high schools are awarded scholarship subsidies known as GASTPE to enable them to continue education in participating private high schools.  Those who leave the system in between are offered alternative learning and we assess and certify them through the Accreditation & Equivalency Test 

Levels of educations Structure of the Formal Public Educational System Age

3

4

5

Grade/ Year

Level

6 1

7 2

8 9 10 11 3 4

5 6

12 13 14 15

PRE –

ELEMENTARY

SECONDARY

SCHOOL

(Compulsory)

(Optional)

Vocational Secondary School Special Schools

Non-Formal Education LEVEL

15-24 – Out of School Youth` Basic Literacy Level 25 above-Adults Elementary Level

Secondary Level

20, 21 AND ABOVE

I II III IV

General Secondary School

AGE

16 17 18 19

TERTIARY General, Humanities, Educ/Teacher Trng, Social/Beh. Sci. Business Ad., Natural Science Mathematics Trades, Crafts Home Econ. Service Traders Mass Com, Other Dis., Fine Arts, Architectural, Religious/Theology, Law & Jurisprudence, Medical, Engineering, Veterinary, Medicine Post Secondary 2-3 Yr. Technical or Technician

GRADUATE

POST GRADUATE

Masteral Courses

Doctoral Courses

Levels of Education Effective SY 1995-1996, the new entry age for elementary education is 6yrs; 12-15 years for secondary education and 16-19 for higher education. (preschool is optional). The number of years of formal schooling in the Philippines is one of the shortest in the world • It has a 6-4-4 structure • 6 years of elementary: • 4 years of secondary • 4 years for higher education for a degree program except for some courses like Engineering, Law, medical services which require 5 or more years of schoolings

Cont.. Higher Education  The tertiary education level is comprised of degree and non degree programs  The higher education non-degree programs normally require at least 4 years of schooling Post-secondary and technical/vocational courses are non-creditable to degree programs and these covers one month to three years of schooling Non-formal education is an alternative delivery system. Its clienteles are chiefly out-of-school youth and adults. It focuses on the development of literacy and employable/productive skills coupled with citizenship training. 

PRIMARY SCHOOL is also called Elementary school  (Filipino: Mababang Paaralan). consists of six levels, with some schools adding an additional level (level 7). The levels are grouped into two primary subdivisions,  

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Primary-level-the first four levels, Intermediate-level-the last two or three levels.

SECONDARY SCHOOL Secondary education in the Philippines is largely based on the American schooling system. The Philippines high school system (Filipino: Mataas na Paaralan) has not moved much from where it was when the Philippines achieved independence from the US in 1946. It still consists of only four levels with each level partially compartmentalized, focusing on a particular theme or content.

SECONDARY SCHOOL 4 years of secondary( 12-15 years old)  There are two types of secondary schools according to curriculum offerings  General academic secondary course  Vocational HS (offer the same secondary curriculum with additional vocational courses)  A regional science high school is established in each of the regions of the country  They offer an enriched science, math and English curriculum

TERTIARY EDUCATION A years of tertiary education –( 16-19 years old)

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A continuing decline in the quality of education in Philippine due to four main factors:  a) mismanagement of the educational system,  b) not investing wisely in education,  c) lack of management competencies, and,  d) systemic corruption'.

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Another reason why the Philippines is not a major supplier of tertiary education for overseas students in the region is because 3 semesters of each 8 semester bachelor degree are required to be

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TERTIARY EDUCATION These mandated subjects include the - life and works of Filipino national hero Dr Jose Rizal, -three subjects of Filipino language, - basic mathematics, science, and Filipino cultural subjects [3] More appropriate for senior high school than at tertiary level. 

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CURRICULUM DEVELOPMENT

CURRICULUM OF PRIMARY SCHOOL The core subjects (major subjects) Mathematics, Sciences, English, Filipino (the Filipino language), and Makabayan (Social Studies, Livelihood Education, Values). Other subjects include Music, Arts, and Physical Education. Starting at the third level, Science becomes an integral part of the core subjects.

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CURRICULUM FOR SECONDARY SCHOOL  1ST

Year-  five core subjects: Algebra I, Integrated Science, English I, Filipino I, and Philippine History I.   2nd Year- Algebra II, Biology, English II, Filipino II, and Asian History.  3rd Year- Geometry, Chemistry, Filipino III, and World History and Geography  4th Year- Calculus, Trigonometry, Physics, Filipino IV, Literature, and Economics.  Minor subject includes Health, Music, Arts, Technology and Home Economics, and Physical Education.

SCHOOL CULTURE

LANGUAGE PRIMARY SCHOOL: DECS Bilingual Policy is for the medium of instruction to be Filipino for: Filipino, Araling Panlipunan, Edukasyong Pangkatawan, Kalusugan at Musika; and English for: English, Science and Technology, Home Economics and Livelihood Education  English as medium of instruction for secondary and tertiary educations.  Except for subject Filipino, 

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SCHOOL UNIFORM Philippino school children commonly wear school uniforms, especially at the secondary level and in private schools. The situation is more varied at state elementary schools because many families can not buy uniforms for their children. 

SCHOOL UNIFORM-Elementary school 

The elementary schools which are known as grammar schools in the Philippines have a variety of different school uniforms. Public schools: Most of the public elementary schools don't require the kids to wear uniforms, in part because not all families can afford to buy them. Some do,

SCHOOL UNIFORM-Elementary school 

Elementary schools usually only have uniform shirts, generally the shirts have a badge of some kind, for both girls and boys. Some public schools have the girls wear a skirt to match their shirts. The colors most commonly used are blue for the skirts and white for the shirts. Some school use light green on their skirts. Private schools: Uniforms are much more common at

SCHOOL UNIFORM-Secondary school 

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Most high schools, both public and private, require school uniforms. The primary reason offered is to keep prices for school clothing low. The colors are generally the same as used for the elemantary pupils, although there is often a slight difference to identify the older high school students. Some schools requires the girls to wear a school tie with a seal on it. The boys wear long pants coordinating the color of the girls skirts.

SCHOOL UNIFORM-Tertiary Education The situation in colleges vary. Some colleges require uniforms and some do not. This is true both in private or public schools. Some do, especially if the are a medical students and that's a must. The rest are regular school uniforms. Universities and some college are often not very particular about uniform. 

SCHOOL UNIFORM- Teacher Philippine teachers are required to wear their uniforms at school. Public school teachers have four sets of uniform for each day of the week except either Wednesday or Friday which is referred to as a free-day. 

EXAMINATIONS

EXAMINATIONS-PRIMARY SCHOOL

Until 2004, primary students traditionally sat for the National Elementary Achievement Test (NEAT)  The scores obtained by students in the NEAT were not used as a basis for their admission into Secondary school. Once NEAT change to to National Achievement Test (NAT) by the Department of Education (DepEd), both the public and private elementary schools take this exam to measure a school's competency. As of 2006, only private schools have 

EXAMINATIONS-SECONDARY SCHOOL Secondary students used to sit for the National Secondary Achievement Test (NSAT), which was administered by DepEd. Like its primary school counterpart, NSAT was phased-out after major reorganizations in the education department. Now there is no government-sponsored entrance examination for tertiary education. Higher education institutions, both public and private, administer their own College Entrance Examinations

Why UK?  The

United Kingdom - or Great Britain as it is also known is full of contrasts; whichever direction that we travel we will find a wide variety of landscapes and diverse cultures to explore.  England, Wales, Scotland and Northern Ireland are all unique countries with their own customs, cultures and traditions.  With its rich history, the United Kingdom is also home to some of the first universities and institutions of higher education in the world.

Cont .. Why UK? With schools such as Oxford, Cambridge and St. Andrews, the United Kingdom can be found at the top of most ranking lists of higher education around the world.  Beyond being home to some of the best universities around the world, Great Britain is also a world leader in English language teaching.  Over 600,000 learners a year come to the UK to help achieve their ambitions, to experience modern UK life, and to use the language in its natural home. 

Cont .. Why UK?  As

with all the UK, qualifications from England are recognized and respected throughout the world.  The qualification will be a solid foundation for building the future, boosting the career and prospects for a higher salary.  Quality standards for all English institutions are among the best in the world. 

Another reasons .. The UK is a developed country, with the world's sixth largest economy by nominal GDP (gross domestic product (GDP) or gross domestic income (GDI) is a basic measure of a country's overall economic output).  It was the world's first industrialized country and the world's foremost power during the 19th and early 20th centuries.  The UK nevertheless remains a major power with strong economic, cultural, military, scientific and political influence. 

erent countries in United

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1.) England 2.) Northern Scotland 3.) Wales 4.) Scotland

for all the countries of UK is

t same with Malaysia education

Education in the United Kingdom vEducation in the United Kingdom is a devolved matter with each of the countries of the United Kingdom having separate systems under separate governments:üthe UK Government is responsible for England üthe Scottish Government is responsible for Scotland üthe Welsh Assembly Government is responsible for Wales üthe Northern Ireland Executive is responsible for Northern Ireland vThe systems in England, Wales and Northern Ireland are more similar, the

w of history of education in  During the Middle Ages schools were established to teach Latin grammar, while apprenticeship was the main way to enter practical occupations.  Two universities were established: the University of Oxford, followed by the University of Cambridge. A reformed system of "free grammar schools" was established in the reign of Edward VI of England. 

iew of history of education i  In the 19th century the Church of England was responsible for most schools until the establishment of free, compulsory education towards the end of that century.  University College London was established, followed by King's College London; the two colleges forming the University of London. 

iew of history of education i  Durham University was also established in the early 19th century.  Towards the end of the century the "redbrick“ universities (refer to six particular British universities founded in the major industrial cities of England, all of which achieved university status before World War I) were founded.  

Overview of education in Englan vThe six Red Bricks are:  The University of Birmingham - royal charter granted in 1900.  The University of Liverpool - royal charter granted in 1903.  The University of Leeds - royal charter granted in 1904.  The University of Sheffield - royal charter granted in 1905.  The University of Bristol - royal charter granted in 1909.  The University of Manchester - formed in 2004 with the merger of Victoria University (1880) and UMIST (1956).

iew of history of education i  The 1944 Education Act established the Tripartite System (arrangement of state funded secondary education) of grammar schools, secondary modern schools and Secondary Technical Schools.  Pupils were allocated to their respective types of school according to their performance in the Eleven Plus examination.  Tripartite System was formally abolished in England and Wales in 1976, giving way to the Comprehensive System.

Overview of education in Englan  Education in England is overseen by the Department for Children, Schools and Families and the Department for Business, Innovation and Skills.  At a local level, the local authorities take responsibility for implementing policy for public education and state schools. 

Cont..Overview of education in England

 Full-time education is compulsory for all children aged between 5 and 16 (inclusive).  Students may then continue their secondary studies for a further two years (sixth form), leading most typically to an A level qualification, although other qualifications and courses exist, including GNVQ and the International Baccalaureate.

t..Overview of education in Eng  The leaving age for compulsory education was raised to 18 by the Education and Skills Act 2008. The change will take effect in 2013 for 17 year olds and 2015 for 18 year olds.  State-provided schools are free of charge to students, and there is also a tradition of independent schooling, but parents may choose to educate their children by any suitable means.

t..Overview of education in Eng  Higher education typically begins with a 3-year Bachelor's Degree.  Postgraduate degrees include Master's Degrees, either taught or by research, and Doctor of Philosophy, a research degree that usually takes at least 3 years.  Universities require a Royal charter in order to issue degrees, and all but one are financed by the state with a low level of fees for students. 

imary and secondary educati vThe state-funded school system  State-run schools and colleges are financed through national taxation, and take pupils free of charge between the ages of 3 and 18.  The schools may levy charges for activities such as swimming, theatre visits and field trips, provided the charges are voluntary, thus ensuring that those who cannot afford to pay are allowed to participate in such events.  Approximately 93% of English

vThe state-funded school system  A significant minority of state-funded schools are faith schools, which are attached to religious groups, most often the Church of England or the Roman Catholic Church. There are also a small number of statefunded boarding schools, which typically charge for board but not tuition.  Nearly 90% of state-funded secondary schools are specialist schools, receiving extra funding to develop one or more subjects in which the school specializes. 

Age on 1st Year Sept 3 Nursery 4

Reception

5

Year 1

6

Year 2

7

Year 3

8

Year 4

9

Year 5

10

Year 6

11

Year 7

12

Year 8

13

Year 9

14

Year 10

15

Year 11

16

Year 12

17

Curriculum Schools stage Foundation Nursery school Stage Infant Primary school school Key Stage 1

First school

Key Stage 2 Junior school Middle school Key Stage 3 Secondary Secondary school school with sixth Upper form school or Key Stage 4 / High school GCSE Sixth form / Sixth form A level college

Curriculum  The Qualifications and Curriculum Development Agency (QCDA) will be at the heart of England's education system.  The job is to develop the curriculum, improve and deliver assessments, and review and reform qualifications.  Follow the National Curriculum, which is made up of twelve subjects. The core subjects—English, Mathematics and Science—are compulsory for all students aged 5 to 16. 

Cont .. Curriculum  The other foundation subjects are compulsory at one or more Key Stages:  - Art & Design, Citizenship, Design & Technology, Geography, History, Information & Communication Technology, Modern Foreign Languages, Music, and Physical Education.  In addition, other statutory subjects are not covered by the National Curriculum, including Religious Education in all year groups, and Career education, Sex education and Work-related

School governance  Almost all state-funded schools in England are maintained schools, which receive their funding from Local Authorities (Las), and are required to follow the national curriculum. 

Cont .. School governance  Since 1998, there have been 4 main types of maintained school in England: 1.) Community schools (formerly county schools), in which the LA employs the schools' staff, owns the schools' lands and buildings and has primary responsibility for admissions. 2.) Voluntary controlled schools, which are almost always church schools, with the lands and buildings often owned by a charitable foundation. However, the LA employs the schools' staff and has

3.) Voluntary aided schools, linked to a variety of organizations. They can be faith schools (often the Church of England or the Roman Catholic Church), or nondenominational schools, such as those linked to London Livery Companies. 4.) Foundation schools, in which the governing body employs the staff and has primary responsibility for admissions. The school land and buildings are owned by the governing body or by a charitable foundation.  

Secondary schools by intake  English secondary schools are mostly comprehensive (a state school that does not select its intake on the basis of academic achievement or aptitude), except in a few areas that retain a form of the previous selective system (the Tripartite System), with students selected for grammar school by the eleven plus exam.

Cont..Secondary schools by intake

 There are also a number of isolated fully selective grammar schools, and a few dozen partially selective schools.  Specialist schools may also select up to 10% of their intake for aptitude in the specialism. 

Independent schools  Approximately 7% of English schoolchildren attend privately run independent schools, which are called public schools.  Education at independent schools is usually chargeable. Such schools, some of which are boarding schools, cover primary and secondary education.  Some schools offer scholarships for those with particular skills or aptitudes or bursaries to allow less well-off students to attend.

Cont..Independent schools  Some schools are single sex, however a growing number are co-educational.  Independent schools usually take children between age 3-11 transferring to 11-18.  Many students must pass the Common Entrance Exam at 11 or 13 to gain entry into highly selective schools. 

Further education  Students at both state schools and independent schools take the GCSE examinations, which mark the end of compulsory education.  Above school leaving age, the independent and state sectors are similarly structured, which in the 16-18 age group, "sixth-form" education is not compulsory.  Students will typically study in either the Sixth Form of a School, a Sixth form college, or a further education college.  These courses can also be studied by adults over 18.

Higher education  Students normally enter University from 18 onwards and study for an Academic Degree.  All undergraduate education outside the private University of Buckingham is largely state financed, with a small contribution from top-up fees.  The state does not control syllabuses, but it does influence admission procedures, but the state still has control over teacher training courses, and uses Ofsted inspectors to maintain standards.

Cont..Higher education  The typical first degree offered at British universities is the Bachelor's degree (typically three years).  Many institutions now offer an undergraduate Master's degree as a first degree, typically lasting four years. During a first degree students are known as undergraduates.  Some universities offer a vocationallybased Foundation degree, typically two years in length for those students who hope to continue to take a first degree but wish to remain in employment. 

Postgraduate education  Students who have completed a first degree are eligible to undertake a postgraduate degree, which includes: 1.) Master's degree (typically taken in one year) 2.) Doctorate degree (typically taken in three years)  Postgraduate education is not automatically financed by the State, and so admission is in practice

Adult education  Adult education, Continuing education or Lifelong learning is offered to students of all ages.  These can include the vocational qualifications : 1.) One or two year access courses to allow adults access to university. 

2.) The Open University runs a distance learning program which can result in a Degree.

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3.) The Workers' Educational Association offers large number of semi-recreational courses, with or without qualifications, are made available by Local Education Authorities under the guise of Adult Education, such as holiday languages, crafts and yacht navigation.  

verview of education in Northern Ireland  Education in Northern Ireland differs slightly from systems used elsewhere in the United Kingdom, though it is more similar to that used in England and Wales than it is to Scotland.  A child's age on 1 July determines the point of entry into the relevant stage of education unlike England and Wales where it is the 1 September.  Northern Ireland's results at GCSE and A-Level are consistently top in the UK (one third achieved A grades compared with England and Wales).

Central administration  The Northern Ireland Executive's Department of Education (DE) is responsible for the country's education policy except for the higher and further education sector for which the Department for Employment and Learning (DEL) retains responsibility. 

Cont..Central administration  The Department of Education's main areas of responsibility cover pre-school, primary, postprimary and special education; the youth service; the promotion of community relations within and between schools; and teacher education and salaries.  Its primary statutory duty is to promote the education of the people of Northern Ireland and to ensure the effective implementation of education policy. 

Local administration  Education at a local level in Northern Ireland is administered by five education and library boards covering different geographical areas.  The role of the boards is to ensure that high quality education, youth and library support services exist throughout their areas. 

Cont..Local administration  These boards are as follows: 1.) Belfast Education and Library Board 2.) North Eastern Education and Library Board 3.) South Eastern Education and Library Board 4.) Southern Education and Library Board 5.) Western Education and Library Board

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Curriculum  The majority of examinations sat, and education plans followed, in Northern Irish schools are set by the Council for the Curriculum, Examinations & Assessment (CCEA).  All schools in Northern Ireland follow the Northern Ireland Curriculum which is based on the National Curriculum used in England and Wales. 

Cont..Curriculum  At age 11, on entering secondary education, all pupils study a broad base of subjects which include geography, English, mathematics, science, physical education, music and modern languages.  Currently there are proposals to reform the curriculum to make its emphasis more skills-based under which, in addition to those mentioned, home economics, local and global citizenship and personal, social and health education would become compulsory subjects.

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Cont..Curriculum  At age 14, pupils select which subjects to continue to study for General Certificate of Secondary Education (GCSE) examinations.  Currently it is compulsory to study English, mathematics, science, a modern language and religious studies, although a full GCSE course does not have to be studied for the latter.  In addition, pupils usually elect to continue with other subjects and many study for eight or nine GCSEs but possibly up to ten or eleven.  GCSEs mark the end of compulsory

Cont..Curriculum  At age 16, some pupils stay at school and choose to study Advanced Level AS and A2 level subjects or more vocational qualifications such as Applied Advanced Levels.  Those choosing AS and A2 levels normally pick three or four subjects and success in these can determine acceptance into higher education courses at university. 

Age

Year

4–5

Primary 1

5–6

Primary 2

Curriculum Stage Foundation Stage

6–7

Primary 3

Key Stage 1

7–8

Primary 4

8–9

Primary 5

9 – 10

Primary 6

10 – 11

Primary 7

11 – 12

Year 8

12 – 13

Year 9

13 – 14

Year 10

14 – 15

Year 11

15 – 16

Year 12

16 – 17

Year 13

17 – 18

Year 14

School Primary school Primary education

Key Stage 2

Key Stage 3

Key Stage 4/GCSE Sixth Form/A level

Secondary school or grammar school Secondary school, grammar school, or further education college

Secondary education

Eleven plus  Northern Ireland remains the largest area in the UK which still operates grammar schools. In the last year of primary school, children sit the eleven plus transfer test, and the results determine which school they will go to.  In 2001, a decision was made to abolish the system, and to replace it with separate exams each grammar school will set prospective primary students but this will not take effect until 2009.

Cont..Eleven plus  Northern Ireland ministers of education have chosen not to turn grammar schools into comprehensive schools, as once thought, due to other UK government systems failing to meet expectations with their decision of comprehensive schools. 

Controlled schools  Controlled schools (nursery, primary, special, secondary modern and grammar schools) are under the management of the school's board of governors and the employing authorities are the five education and library boards.  Many of these schools were originally church schools, whose control was transferred to the state in the first half of the twentieth century.

Cont..Controlled schools  The three largest Protestant churches (Presbyterian, Church of Ireland and Methodist), known as the transferors, maintain a link with the schools through church representation on controlled school boards of governors.  The Review of Public Administration (RPA) has proposed the removal of this statutory role for transferors on the ground that it purportedly contravenes the equality requirements of the Northern Ireland Act 1998.

Catholic education  There are 547 Roman-Catholic-managed schools in Northern Ireland. According to figures from the Department of Education for 2006/2007, 45% of children in Northern Ireland are educated in Catholicmanaged schools.  The Council for Catholic Maintained Schools (CCMS) is the advocate for the Catholic maintained schools sector in Northern Ireland, such as raising and maintaining standards, the school estate and teacher employment (welfare

Integrated education  The Integrated Education Fund (IEF) is a financial foundation for the development and growth of integrated education in Northern Ireland in response to parental demand.  The Fund financially supports the establishment of new schools, the growth of existing schools and those schools seeking to become integrated through the transformation process. 

The Educational Company of Ireland  The Educational Company of Ireland, (Edco) was founded in 1910 and is Ireland’s leading publisher and distributor of school textbooks, exam papers and resources for the Irish Curriculum.  Edco aim to provide their customers with quality schoolbooks and ancillary materials, which satisfy their needs and expectations, while facilitating the learning process. 

Further Education  Further education in Northern Ireland is provided through six multi-campus colleges. Northern Ireland's Department for Employment and Learning has the responsibility for providing FE in the province. 1.) Belfast Metropolitan College 2.) North West Regional College 3.) Northern Regional College 4.) South Eastern Regional College 5.) South West College 6.) Southern Regional College 

ont .. Further Education  Most secondary schools also provide a Sixth Form scheme whereby a student can choose to attend said school for 2 additional years to complete their AS and Alevels. 

Compulsory Schooling vPrimary education  Primary Education in Wales has a similar structure to Primary Education in England, but teaching of the Welsh language is compulsory.  The introduction of the Foundation Phase for 3-7 year olds is also creating increasing divergence between Wales and England.

vCont…Primary education  Between the ages of 3 and 11 a child's education is divided into three main stages: 1.) Early Years - pre-compulsory education (ages 35) 2.) Key Stage 1 - the first phase of compulsory primary education (ages 5-7) 3.) Key Stage 2 - the second phase of compulsory primary education (ages 7-11).  Pupils are statutorily assessed to establish their starting point when they first enter school in the Reception Year or Year 1, and there are further statutory assessments in the core subjects at the end of Key Stages 1 and 2. 

vCont…Primary education  Teach the basic curriculum and the National Curriculum (religious education (RE) and personal and social education (PSE)).  Primary schools are also required to have a policy on sex education.  At Key Stages 1 and 2, the National Curriculum consists of "core subjects" (English, Welsh, mathematics and science) and non-core subjects - Welsh second language, design and technology, information technology, history, geography, art, music, physical education and religious education.  There is no statutory requirement to teach English at Key Stage 1 in Welsh-medium schools.

Cont..Compulsory Schooling vSecondary education  Secondary Education in Wales covers the period between the ages of 11 and 16. In this period a child's education is divided into two main stages of the National Curriculum: Key Stages 3 and 4. 

vCont..Secondary education  Key Stage 3 includes years 7,8, and 9 - Year 7, old First Form, age 11 to 12 - Year 8, old Second Form, age 12 to 13 - Year 9, old Third Form, age 13 to 14 (End of Key Stage Three Tests and Tasks)  Key Stage 4 includes years 10 and 11 - Year 10, old Fourth Form, age 14 to 15 - Year 11, old Fifth Form, age 15 to 16 (old O Level examinations, modern GCSE examinations) 

vCont..Secondary education  Secondary schools in Wales must teach the basic and the National Curriculum to their pupils.  The basic curriculum consists of religious education, sex education, personal and social education, and for 14-16 year olds, work-related education, the Welsh Baccalaureate is now online for pupils at Key Stage 4.  Schools must also provide careers education and guidance for all 13-16-year-olds.

vCont..Secondary education  At Key Stage 3, the National Curriculum consists of the "core subjects" of English and Welsh, mathematics and science, and the "non-core subjects" of Welsh second language, modern foreign languages, design and technology, information technology, history, geography, art, music, physical education and religious education.  At Key Stage 4, only five National Curriculum subjects are mandatory (English, Welsh or Welsh second language, mathematics, science, and physical education) and schools have greater flexibility to provide optional subjects that meet the needs and interests of their

Age

Year

Curriculum Stage

3– 5

Pre-compulsory education

Early years

5–7

The first phase of compulsory primary education

Key Stage 1

7 – 11

The second phase of compulsory primary education

Key Stage 2

11 – 12

Years 7 Key Stage 3

12 – 13

Years 8

13 – 14

Years 9

14 – 15

Years 10

15 – 16

Year 11 (O Level/GSCE)

Key Stage 4

School

Primary education

Secondary education

Further Education  Further education (FE) includes full- and parttime learning for people over compulsory school age, excluding higher education.  FE and publicly-funded training in Wales is provided by 24 FE institutions and a range of public, private and voluntary sector training providers, such as the Workers' Educational Association.

Cont .. Further Education  Colleges vary in size and mission, tertiary and specialist institutions, including one Roman Catholic Sixth Form College and a residential adult education college.  Many colleges offer leisure learning and training programmes designed to meet the needs of business.  In 2008/09 there were 236,780 FE students in Wales. 

Adult Community Learning  Adult Community learning is a form of adult education or lifelong learning delivered and supported by local authorities in Wales.  Programmes can be formal or informal, non-accredited or accredited, and vocational, academic or leisure orientated.  In 2008/09 there were 57,170 learners in Community Learning.

Higher Education  Students normally enter higher education (HE) from 18 onwards.  All undergraduate education is largely state-financed and students are generally entitled to student loans for maintenance.  The state does not control syllabi, but it does influence admission procedures and monitors standards through the Higher Education Funding Council for Wales.

Cont .. Higher Education  The typical first degree offered at Welsh universities is the Bachelor's degree, typically taking three years to complete full-time.  Some institutions offer an undergraduate Master's degree as a first degree, typically lasting four years. During a first degree students are known as undergraduates.  Some universities offer a vocationallybased Foundation degree, typically two years in length.

Cont .. Higher Education  Within Wales, medical undergraduate education is provided by only Cardiff University, while graduate fast track route training in provided at Swansea University.  Overall there are 11 HE institutions in Wales including one music conservatoire, the Royal Welsh College of Music and Drama in Cardiff.  In 2008/09 there were 146,465 enrolments at HE institutions in Wales, including 66,645 undergraduates and 23,260 postgraduates. Welsh HE institutions had a total of 8,840 academic staff. 

Overview of education in Scotland  The Scottish system has emphasized breadth across a range of subjects, while the English, Welsh and Northern Irish systems have emphasized greater depth of education over a smaller range of subjects at secondary school level.   Following this, Scottish universities generally have courses a year longer (typically 4 years) than their counterparts elsewhere in the UK, though it is often possible for students to take more advanced specialized exams and join the courses at the second year. 

Cont..Overview of education in Scotland   The majority of schools are nondenominational, but as a result of the Education Act 1918, separate Roman Catholic state schools were also established.  Catholic schools are fully funded by the Scottish Government and administered by the Education and Lifelong Learning Directorate. 

Cont..Overview of education in Scotland  Qualifications at the secondary school and post-secondary (further education) level are provided by the Scottish Qualifications Authority, which is the national awarding and accrediting body in Scotland, and delivered through various schools, colleges and other centers.  Political responsibility for education at all levels is vested in the Scottish Parliament and the Scottish Education and Enterprise, Transport and Lifelong Learning Departments. 

verview of education in Sc  State schools are owned and operated by the local authorities which act as Education Authorities, and the compulsory phase is divided into primary school and secondary school (often called high school).   Schools are supported in delivering the National Guidelines and National Priorities by Learning and Teaching Scotland.   Learning and Teaching Scotland (LTS or LT Scotland) is a non-departmental public body and is the main organization for the development and support of the

School years  Pupils remain at primary school for seven years. Then aged eleven or twelve, they start secondary school for a compulsory four years with the following two years being optional.   Pupils sit Standard Grade or Intermediate exams at the age of fifteen/sixteen, for normally eight subjects including compulsory exams in English, Mathematics, a Science subject (Physics, Biology or Chemistry) and a Social Subject (Geography, History

Cont..School years  It is now required by the Scottish Parliament for students to have two hours of physical education a week.   The school leaving age is generally sixteen (after completion of Standard Grades), after which students may choose to remain at school and study for Higher Grade and Advanced Higher exams.   Increasingly, students in Secondary 3 and Secondary 4 are able to take Intermediate courses, as these have become more popular and are more closely linked to Highers.

Cont..School years  In Scotland, there is no equivalent of the Sixth form colleges; S5 and S6 are always a part of Scottish secondary schools as Scotland has 1 less year than the English, Welsh and Northern Irish system.   S5/6 are optional, and in the Scottish system are a chance to study additional Intermediate, Higher or Advanced Higher courses, further helping teenagers access university education. 

Age range 4-6 5-7 6-8 7-9 8 - 10 9 - 11 10 - 12 11 - 13 12 - 14 13 - 15 14 - 16 15 - 17 16 - 18

Year Primary 1 Primary 2 Primary 3 Primary 4 Primary 5 Primary 6 Primary 7 Secondary 1 (First Year) Secondary 2 (Second Year) Secondary 3 (Third Year) Secondary 4 (Fourth Year) Secondary 5 (Fifth Year) Secondary 6 (Sixth Year)

Vocational education  Vocational education is provided in Further Education Colleges and through apprenticeship.  Vocational education might be classified as teaching procedural knowledge.  Up until the end of the twentieth century, vocational education focused on specific trades such as for example, an automobile mechanic or welder, and was therefore associated with the activities of lower social classes.

Music education  Music Education is available at several levels.  Formal music education begins at 4½ years and can progress as high as postgraduate studies.  Music Education can take place within a Scottish Music school; through a music service or privately. 

Further education  Scotland's further education colleges provide education for those young people who follow a vocational route after the end of compulsory education at age 16, involving school-level qualifications such as Higher Grade exams, as well as work-based learning.  They offer a wide range of vocational qualifications to young people and older adults, including SVQs, Higher National Certificates and Higher National Diplomas. 

Cont .. Further education  Frequently, the first two years of higher education, usually in the form of an Higher National Diploma (HND) can be taken in an FE college, followed by attendance at university.  Higher education colleges offer degreelevel courses, such as diplomas.  Scottish colleges are funded primarily by the Scottish Funding Council, with tuition fees paid by individual students or their sponsors. 

England

Northern Ireland 1 September 1 July

Wales

Scotland

Malaysia

1 September

August

January

UK Government National Curriculum A level, GCSE

Northern Ireland Executive National Curriculum A level, GCSE

Welsh Assembly Government National Curriculum A level, GCSE

English

English (primary), Irish

English (primary), Welsh

Scottish Malaysia Government Government Curriculum for National Excellent Curriculum Higher Grade, UPSR, PMR, SPM Advanced Higher English Bahasa Malaysia Examination (primary), Gaelic (primary), English

Education in Japan NURUL SHAFIAH MUSTAFA KAMAL 

Introduction to Education in Japan

A Glimpse on History of Japan’s Education….



When Japan opened herself to the world in 1868, one of the government's high priority was catching up with Western standards in science and education.  The Japanese education system was reformed mainly according to the German and French model which experts regarded as most suitable and advantageous  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. 

History of Japan’s Education Formal 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. The rise of the bushi, the military class, during the Kamakura period ended the influence of scholar officials, but Buddhist monasteries remained influential centres of learning. 

Introduction to Education in Japan





Education in Japan

Monbusho (The Ministry of Education, Science, Sports and Culture of Japan) is responsible to set a nationwide standard of education from kindergarten to upper secondary school. It is based on the concept of equal educational opportunities for all. A Monbusho ordinance has set the types of subjects and the number of hours for teaching them. Fundamental standards, such as the objectives and content of all subjects, are stipulated in the National Curriculum Standards for kindergarten, elementary, lower secondary and upper secondary schools.

Japanese School System Japan has one of the world's best-educated populations, with 100% enrollment in compulsory grades and zero illiteracy. While not compulsory, high school (koukou) enrollment is over 96% nationwide and nearly 100% in the cities. High school drop out rate is about 2% and has been increasing. 　 About 46% of all high school graduates go on to university or junior college. The Ministry of Education closely supervises curriculum and textbooks, and classes with much the same content are taught throughout the country. As a result, a high standard of education becomes possible. 

Japanese School System The Japanese educational system was reformed after World War II. The old 6-5-3-3 system was changed to a 63-3-4 system (6 years of elementary school, 3 years of junior high school, 3 years of senior high school and 4 years of University) with reference to the American system. Gimukyoiku (compulsory education) time period is 9 years, 6 in shougakkou (elementary school) and 3 in chuugakkou (junior high school). 



Japanese School System A school year has three terms: summer, winter and spring, which are each followed by a vacation period. The school year begins in April and ends in March of the following year. 

Japan ’ s Education Philisophy 





Japan’s Educational Philosophy state that education as the vital energy which is the motive power for advancing by one's self, exerting one's self in the pursuit of learning, polishing intellect, and advancing the civilization of the state that will develop the national strength and wealth. "The reason for supporting education is for the sake of the state. You must remembert hat education is not for the sake of the student but for the sake of the state.“  (Minister of Education, Mori Arinori)

Education in Japan

TYPES OF SCHOOL IN JAPAN

Educational Level

Educational establishments

Age

Grade

Kindergarten and nursery school

3-6

-

Elementary school

6-7 7-8

1 2

8-9

3

9 -10

4

10 - 11

5

11 - 12

6

Junior High School

Part- Time Senior High School (4 years)

Compulsory Education

12 - 13 13 - 14

Senior High school

Remarks

14-15 15 - 16

1

16 - 17

12 3 2

17 - 18

3

18 - 19

4

Lower Secondary School (Compulsory Education)

Upper Secondary School







Many private schools, however, offer a six year programme incorporating both junior high school and high school. Specialised schools may offer a five year programme comprising high school and two years of junior college. There are two options for tertiary education: junior college (two years) and university (four years).

K IN D E R G A R T E N A N D N U R S E R Y SCH O O L

KINDERGARTEN AND NURSERY SCHOOL  Nursery

school: age one on up to five years old  Kindergarten: children ages 3–5   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.



Japan even has them for entering prestigious private kindergartens. Some Japanese parents are eager to send their children to such kindergartens, which are also associated with prestigious university, and in most cases guarantee that the students can go on all the way to university. 





there are public or privately run preschools. Together, these two kinds of institutions enroll well over 90 percent of all preschoolage children prior to their entrance into the formal system at first grade.



Kindergarten cont…

predominantly staffed by young female junior college graduates, are supervised by the Ministry of Education, Culture, Sport, 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 governmentsupervised day-care centers, supervised by the Ministry of Health, Labour and Welfare. 



Elementary school

Elementary school  More

than 99% of children are enrolled in elementary school. All children enter first grade at age six.  Virtually all elementary education takes place in public schools; less than 1% of the schools are private. Private schools tended to be costly.  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.

ELEMENTARY SCHOOL 



One class one teacher- the teacher are responsible to teach all subjects for the class they assigned.

Lower Secondary School

Lower Secondary School covers grades seven, eight, and nine, children between the ages of roughly 12 and 15. increased focus on academic studies most lower-secondary schools in the 1980s were public, but 5% were private.. Private schools tended to be costly. 



Lower Secondary School Teachers often majored in the subjects they taught, and more than 80 % graduated from a four-year college. 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. 



Lower Secondary School 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. 

UPPER SECONDARY SCHOOL

UPPER SECONDARY SCHOOL It is not compulsory in Japan but 94% of all lower-secondary school graduates entered upper secondary schools as of 2005.  The most common type of upper-secondary school has a full-time, general program that offered academic courses for students preparing for higher education as well as technical and vocational courses for students expecting to find employment after graduation.  More than 70% of upper-secondary school students were enrolled in the general academic program in the late 1980s. A small 

Upper Secondary School The first-year programs for students in both academic and commercial courses are similar. They include basic academic courses, such as Japanese language, English, mathematics, and science. In upper-secondary school, differences in ability are first publicly acknowledged, and course content and course selection are far more individualized in the second year. However, there is a core of academic material throughout all programs. Vocational-technical programs includes several hundred specialized courses, such as information processing, navigation, fish farming, business English, and ceramics. Business and industrial courses are the most popular, accounting for 72% of all students in full-time vocational programs in 1989. 

Upper Secondary School

Most upper-secondary teachers are university graduates. Upper-secondary schools are organized into departments, and teachers specialize in their major fields although they teach a variety of courses within their disciplines. Teaching depends largely on the lecture system, with the main goal of covering the very demanding curriculum in the time allotted. Approach and subject coverage tends to be uniform, at least in the public schools. 



Upper Secondary School

Senior high schools have overlapping catchment areas: this means that there is competition among schools for the best pupils in a particular area, and among pupils for places at the best schools. Over one-quarter of senior high schools are private, indicating the extent of the competition in the higher levels Japanese schooling: parents will pay substantial amounts for their children's educations. 

H ig h sch o o ls m a y b e cla sse d in to o n e o f th e fo llo w in g typ e s:  Elite academic high schools collect the creme de la creme of the student population and send the majority of its graduates to top national universities. Non-elite academic high schools ostensibly prepare students for less prestigious universities or junior colleges, but in reality send a large number of their students to private specialist schools (senshuugakko), which teach subjects such as book-keeping, languages and computer programming. These schools constitute mainstream high schooling. Vocational High Schools that offer courses in commerce, technical subjects, agriculture, homescience, nursing and fishery.

Correspondence High Schools offers a flexible form of schooling for 1.6% of high school students usually those who missed out on high schooling for various reasons.





Evening High School which used to offer classes to poor but ambitious students who worked while trying to remedy their educational deficiencies. But in recent times, such schools tend to be attended by little-motivated members of the lowest two percentiles in terms of academic



Part - time Senior High school









In some cases, where students are already working full time, they may attend evening school instead of normal high school. These classes are run in the evening, and instead of the usual three years, it takes four years to complete a senior high school education. Classes usually run until after 9pm or later, so this makes for a busy lifestyle for the working student. Compared to the average senior high school student, students at part-time high school tend to be far more socially mature and attentive students - a voluntary action and commitment is needed to complete the program, whereas attending Senior High School is

Juku ( Cram schools ) Approximately 60% of Japanese high school students go for supplemental lessons.T  The classes may run until late, and a 12-hour day is not unusual for the Japanese high school student (before homework).  Juku and yobiko are primarily private, for profit schools that attract students from a wide geographical area. They often are located near train stations, enabling students to transport themselves easily to juku directly from school.  Cram school" tuition is expensive, but most parents are eager to pay in order to ensure acceptance into a selective junior high school, high school, or university, and thus, a 

Juku ( Cram schools )

Juku for high school students must compete for enrollment with yobiko, which exist solely to prepare students for university entrance examinations. Some "cram schools" specialize in preparing students for the examination of a particular school. Juku may offer lessons in nonacademic subjects such as art, swimming, abacus, and calligraphy, especially for elementary school students, as well as the academic subjects that are important to preparation for entrance examinations at all levels. Many students enjoy juku and yobiko, where the teachers often are more animated and more 

OTHE R SCHO OLS

Vo cat ion al Tra ini ng Sch ool Jus 

ni or Co ll eg es ,

offer students the chance to combine Senior High School studies with a vocational subject - common ones include motor mechanics, hairdressing, architecture and the like. These are generally four-year courses, and start after Junior High School. Some Senmon Gakkou are highly Junior competitive. colleges offer two year 

university-style degrees, but leading to the title of "Associate" as opposed to a bachelor's degree. The majority of department are those related to home economics, humanities, education and sociology.

Othe r scho ols

Coll  provide junior high school graduates eges with five years (five and a half years of for merchant shipping courses) of tech education. nolo gy  There are about 60 colleges of



technology in Japan. They offer courses related to engineering, merchant shipping as well as other fields.

CURRICULUM

IN

JAPAN

Basic philosophies of the curriculum reform

a)Encourage the emotional development of the youth, to make them well equipped to contribute to society and to have an increased self-awareness as a member of the international community. 

b)

Enhance children’s ability to learn and to think independently.



c)

Develop a comfortable educational environment, which successfully equips children with essential basic contents as well as develops children’s individual personalities.

d) Encourage each school to discover its own special characteristics and redefine itself as a unique site of distinctive education.





Curriculum in Japan Teaching in Japan is sometimes considered rigid and unchanging.  Although the curriculum is set by the State to the point where content and time to spend on each subject are clearly laid down, the actual teaching method itself is completely up to individual teachers.  Moral education and special activities continue to receive attention.  Most students also participate in one of a range of school clubs that occupy them until around 6pm most weekdays (including weekends and often before school as well), as part of an effort to address juvenile delinquency. 

Curriculum in Japan Each school is supposed to make its own educational plan in line with the relevant laws and the National Curriculum Standards, taking into account the actual circumstances of each school and each community.  Schools are required to use textbooks and most of these textbooks are edited by private entities, in accordance with the National Curriculum Standards are authorized by Monbusho.  The central government provides the textbooks free of charge to students in national, public and private compulsory education schools. 

Curriculum for KINDERGARTEN Whereas kindergartens follow educational aims, preschools are predominately concerned with providing care for infants and toddlers  The trend to earlier and earlier education is increasing with special subjects for kindergarten students including English. 



Curriculum for Kindergarten  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.  Starting from January 2010 preschools and kindergartens started adopting the International Preschool Curriculum.

International Preschool Curriculum 

The curriculum aims to promote cultural diversity and preschool standard harmonization where underlying themes of internationalism and bilingualism in all of its unit modules.

 



Each program includes circle-time, group activities, arts and craft as well as self-directed free play time. Through these activities, it develop child independence, creativity,

Curriculum for Elementary  Elementary School School Subjects: 











The National Curricum Standards for elementary school has four chapters: Chapter 1- General guidelines Chapter 2- Teaching Subjects Chapter 3 - Moral Education Chapter 4- Special Activities.

         

Japanese language Social Studies Mathematics Science Life Environment Studies Music Drawing and Handicraft Homemaking Physical Education

Curriculum for Elementary School

The structure of teaching subjects in elementary school has been almost the same since the first grade.





Others, such as foreign-language study, begin at this level, though from April 2011 English will become a compulsory part of the elementary school curriculum.





“Life environment studies” is a new subject introduced first in the present Standards by combining social studies and science, which are taught in the first and the second grades.



Curriculum for Elementary School Once-a-week moral education classes seen as the main task of the elementary school system. Moral education is also seen as more effectively carried on through the school routine and daily interactions that go on during the class cleaning and school lunch activities.



Lo w e r S e co n d a ry C u rricu lu m 



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All course contents are specified in the Course of Study for Lower-Secondary Schools. Some subjects, such as Japanese language and mathematics, are coordinated with the elementary curriculum. The junior school curriculum covers Japanese language, social studies, mathematics, science, music, fine arts, health, and physical education. All students are also exposed to industrial arts and homemaking. Students now receive instruction from specialist subject teachers. The pace is quick and instruction is text-book bound because teachers have to cover a lot of ground in preparation for highschool entrance examinations.

Lo w e r S e co n d a ry C u rricu lu m Moral education and special activities continue to receive attention. Increased emphasis on Japanese history and culture, as well as understanding Japan as a nation and its relationships with other nations of the world  main aim of the reform is to equip students with the basic knowledge needed for citizenship. 

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U p p e r S e co n d a ry C u rricu lu m High schools adopt highly divergent high school curricula, the content may contain general or highly specialized subjects depending on the different types of high schools.

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U p p e r S e co n d a ry C u rricu lu m 

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In upper-secondary school, differences in ability are first publicly acknowledged, and course content and course selection are far more individualized in the second year. However, there is a core of academic material throughout all programs. Vocational-technical programs includes several hundred specialized courses, such as information processing, navigation, fish farming, business English, and ceramics. Business and industrial courses are the most popular, accounting for 72% of all students in full-time vocational programs in 1989.

U p p e r S e co n d a ry C u rricu lu m The upper-secondary curriculum also underwent thorough revision and among noteworthy changes is: üthe requirement that both male and female students take a course in home economics. üthe division of the old social studies course into history, geography, and civics courses. 

SCHOOL UNIFORM

SCHOOL UNIFORM IN JAPAN

SCHOOL UNIFORM IN JAPAN 

Each school has a unique uniform that makes its students easily identifiable to the public.

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Modern Japanese school wear and school uniforms vary significantly depending on age- level of education. Many but not all Japanese schools have seasonal uniforms are make

Kindergarten School Uniform In general, students of kindergarten school do not wear the uniforms.  They go to school with normal clothes, but some of schools have their own school uniforms 

Elementary School Uniform 

Elementary school students do not wear school uniforms, but they must wear a yellow cap or hat, and if it rains, they must hold a yellow umbrella when they are going to school.   The reason that they use the yellow hat and umbrella is for road safety. 

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Elementary School Uniform Uniforms are standard in Japan  so the small children with bright yellow baseball hats, bright yellow umbrellas, bright yellow raincoats, etc. walking in long lines around Japanese towns are all Elementary School children. 

Junior High School Uniform In junior high school, most students are obliged to wear the school uniforms.  There are many types of uniforms in Japan.    For boys, there are basically two types of uniforms.  One is "Gakuran“ (Japan was the only major country to outfit its school children in military uniformsGakuran.), the other is blazer.   About girls, they wear a sailor outfits or blazer.  In addition, students may put on a necktie, tie a ribbon or wear scarf around their neck.   Summer uniform is usually only white 

Senior High School Uniform Most schools require shool uniforms: generally a summer uniform, winter uniform, and PE uniform.  The summer uniform usually consists of a short-sleeved shirt ("cutter shirt") and slacks for boys, and a pleated skirt and shortsleeved blouse for girls (often with the traditional sailor suit 

Extra - curricular activities in Japanese School 

AIM  at the harmonious development of mind and body through desirable group activities and at the development of personality and practical attitudes for improving life.

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The activities are somewhat different from one school level to another, but the most common are "student government". "homeroom activities" "club activities", "class-room guidance" and "school events".  These activities play an important role in deepening human relationships between 

Extra - curricular activities in Japanese School Club activities take place after school every day. Teachers are assigned as sponsors, but often the students themselves determine the club's daily activities.  Students can join only one club, and they rarely change clubs from year to year.  In most schools, clubs can be divided into two types: sports clubs (baseball, soccer, judo, kendo, track, tennis, swimming, softball, volleyball, rugby) and culture clubs (English, broadcasting, calligraphy, science, mathematics, yearbook). 

Extra - curricular activities in Japanese School Clubs meet for two hours after school each day and many clubs continue to meet during school vacations. Club activities provide one of the primary opportunities for peer group socialization.  Relationships of "senpai" (senior) and "kohai" (junior) are established most solidly. It is the responsibility of the senpai to teach, initiate, and take care of the kohai. It is the duty of the kohai to serve and defer to the senpai.  The kohai are expected to serve their senpai and to learn from them by observing and modeling their behavior. 

SCHOOL CULTURE 

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Japanese students spend 240 days a year at school, 60 days more than their American counterparts Students stay in their homeroom classrooms for most of the school day while the teachers move from room to room Slipper and locker Some schools may have a cafeteria, but most do not- bring food from home, allowed to eat in the class. At the end of the academic day, all students participate in "o soji," the cleaning of the school. They sweep the classrooms and the hallways, empty trash cans, clean restrooms, clean chalkboards and chalk erasers, and pick

LANGUAGE 

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The ministry recognizes a need to improve the teaching of all foreign languages, especially English. To improve instruction in spoken English, the government invites many young native speakers of English to Japan to serve as assistants to school boards and prefectures under its Japan Exchange and Teaching Program. Beginning with 848 participants in 1987, the program grew to a high of 6,273 participants in 2002. However, the program has been on the decline in recent years due to several factors, including shrinking local school bud gets funding the program, as well as an

EXAMINATION A characteristic of the Japanese school system are entrance exams, and with them a high competitiveness among students. Most high schools, universities, as well as a few private junior high schools and elementary schools require applicants to write entrance exams.  In order to pass entrance exams to the best institutions, many students attend special preparation schools (juku) besides regular classes, or for one to two years between high school and university (yobiko).  The most prestigious universities are the 

TYPES OF EXAMINATION IN JAPANANESE SCHOOL Entrance exam for Ø Junior High School Ø Senior High School Ø Higher Education 

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Entrance Examination In Japan the National Center Test for University Admissions is a nationally standardized entrance exam for higher education that 3rd year high school students or high school graduates take in an attempt to meet admission requirements of the school or schools of their choice. High school students, especially 3rd year students focus almost solely on preparations for the exam, in an attempt to enter the most prestigious universities in the country. Often students attend a cram school which is also known as juku in Japan in order to prepare as 

ENTER HIGHER EDUCATION University ■ completion of 12 years of formal school education. ■ has taken or will take the Exam for Japanese University Admission for International Students (Not all universities). 　 *  "Japanese" and "Japan and the world" are required at most universities’ humanities courses. 　 * At public universities and some private universities, TOEFL score is necessary. 

ENTER HIGHER EDUCATION A vocational school ■ completion of 12 years of formal school education. ■ has taken or will take the Exam for Japanese University Admission for International Students (Not all schools). 　 * If you score more than 200points on the Exam for Japanese University Admission for International Students or pass Level 2 or 

higher on the Japanese Language Proficiency Test , an entrance examination is often

ENTER HIGHER EDUCATION  

Master ■  bachelor's degree.

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A researcher ■ bachelor's degree. ■ approval of application from the professors

Summary The Japanese education system is one of the most influential agents molding Japanese youth. Given the large amount of time that Japanese students spend in schools, it is little wonder that the education system plays a tremendous role in determining the fabric of Japanese society. An examination of the "typical" high school experience illuminates the function of the education system in Japanese society. 

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Student behavior on the way to school is regulated by school policies. These policies may prohibit certain activities in public--chewing gum, consuming snacks, reading books while walking--anything that might reflect badly on the reputation of the school. Schooling is regarded to be a preparation for appropriate positions in the workforce and for adult society. By and large, most Japanese believe that schooling offers an opportunity for all children to move up the social ladder if they are willing to work hard. Equal opportunity is thought to exist in Japan through its educational system. It is widely thought that selection to higher schools is based on merit and is therefore fair and that all who work hard will achieve their goals.