Education in Japan & the world

On Education

Overview

    Japanese education culture is relatively intense; in science and math, Japanese students are some of the top performers (Rohlen, 1986). There is no simple answer to explain Japan's level of academic achievement. Some factors which may support this achievement are respect for education, traditional views of the importance of studies as a path to greatness, minimal drug problems, and high standards set by the Minister of Education among other things (Rohlen, 1986). Overall, the Japanese education system is very nuanced, and its tendencies are not reducible to one answer. Instead, the practice are a culmination of Japanese culture which itself is rich and sometimes difficult to map onto contemporary practices.

Similarities and Differences Between Japan and Canada

    The most striking differences between education in Japan and Canada include the volume of extracurricular activities (cram schools, sports, etc.) and entrance exams. In Canada, entrance exams are practically unheard of. There is no standardized test in Canada similar to that of the SAT in the United States of America. Likewise, extracurricular activities related to one’s school are rare. For example, cram schools are very uncommon, and school-related sports are not very popular or strict. Organized sports that are unrelated to one’s school are common, and for those financially stable enough, tutoring is an option that is far more individualistic than cram schools.

    Additionally, it was said in the Day in the Life of a Japanese Student video that entrance exams are so difficult that graduating from university is comparatively easy. In Canada, depending on where one studies, getting into university can be very easy. However, oftentimes, university serves as a rude awakening for many students, as high schools leave students ill-prepared for the difficulties of university, most specifically related to workload. Overall, there are far more differences than similarities between Japanese and Canadian educational culture.

Normative Insights

    The ultimate question one must endeavour to answer is whether or not the Japanese education system is a net positive or a net negative for Japan. A main negative I have found is that independent mobility is decreased as Japanese students participate more in extracurriculars (Kojima, 2022). This means they visit supermarkets, friends’ houses, parks, etc. less and do not travel alone as much as they would have if they did not partake in so many extracurriculars. A possible consequence of this may be a more isolated youth that struggles to develop bonds with others, as social skills were not developed since academic success was the main focus.

    The positive I would like to acknowledge is that Japan is undoubtedly succeeding in many areas both socially and economically. For example, low crime and drug usage are very important to ensure members of society are functional. I suggest that there is a two-way interaction between education and criminal behaviour: education reinforces the idea that crime is negative, and well-behaved, educated citizens reinforce the idea that education is a positive force that promotes good social behaviour. I also think commitment in youth can contribute to greater degrees of civic duty, causing the population to be more focused on the betterment of the whole. There are, of course, both negatives and positives, Japan isn’t perfect, so fixing certain issues possibly related to strictness may be important for a better educational culture.

References

Kojima, Y. (2022). Effects of attending extracurricular lessons and cram school on independent mobility in Japanese children. Frontiers in Psychology, 13, 888718.

Rohlen, T. P. (1986). Japanese education: If they can do it, should we?. The American Scholar, 29-43.