Issues in Japanse Educational System and Structure

Zulleyka Cortez
JAPN 311
Dr. Takahashi
April 18, 2016

Table of Contents
I.

Introduction ... p.1

II.

Elementary School and Junior High ....... p.1

a. Juku ..................................................................... p.1
b. Foreing Language (Juken English) ....... p.1

III.

High School................................................................................. p.2

a. Yobiko ................................................................................. p.2

IV.

University. p.2
a. Study Abroad ........................................................................ p.3
b. Job Search ............................................................................ p.3

V.

Conclusion ................................................................................. p.3

INTRODUCTION

The education system is Japan is quite controversial. Grade levels are very similar to
those in America, expect in Junior High and High School were each has three years in Japan. A
big difference would be the amount of testing that is required in Japan. Seems like to be able to
advance you must complete a test. This leads to the strong need for cram schools. A cram
school, refers to specialized schools where students go to meet special goals. These goals might
be achieving good grades but they often include passing entrance examinations for High Schools
or Universities. The students attend these crams schools after school and forces them to spend all
day studying and preparing. After school programs are also popular in the United States, but
completely different reasons. Most often, the parents have to work and leave kids in programs
where they mostly play.

ELEMENTARY SCHOOL AND JUNIOR HIGH

Juku
The term for the cram school during elementary is juku. Here is where most of
elementary and junior high kids will attend to study for their examinations. The system in Japan
is similar to the one in the United States. In elementary students have a single teacher and in
junior high they have multiple, only that in Japan it is the teacher who moves instead of the
teacher (Jeynes 2008, pg 920). During class, we discussed that children should be able to go
around and have fun. These kids are being summited to ridiculous amount of study hours. They
must live up to high expectations that parents have stablished for them. Dr. Takahashi mentioned
that it seems almost impossible to get rid of the juken-based structure and system that has been
formed in Japan (In class lecture).

Foreign Language (Juken English)

The Japanese system requires for students to take 6 years of English (In class lecture).
Even though the students learn the language for so many years, they never really learn the
correct way because of the way it was thought. The only way Japanese are exposed to real
English is when they are abroad. Otherwise, it is hard to find someone with fluency in the
language. The Juken style of teaching focuses on grammar and memorization. It is extremely
difficult to practice speaking it because they are all learning the language and are not able to
practice proper pronunciation with native speakers. A big problem in the system is that priority is
given to Japanese teachers as opposed to ALT teachers, native speakers. Cram school teachers
know what is required to obtain a passing score on an exam, but not how to properly
communicate.
HIGH SCHOOL
Yobiko
Yobiko would be the next step after Juku. High School students usually attend Yobiko in
order to pass examination for a university. In often cases, these schools may also include those
who have graduated from high school but have not managed to attend a university. Many times,
these kids will spend one or two years preparing themselves for the examination test of their
desired school. During high school, private schools become more popular in order to be able to
attend a target university. With the juken system in place the cram school market with never be
impacted. Even with the population decline, the market has not taken a hit (In class lecture).
UNIVERSITY
Study abroad
When students get to university they often times decide to study abroad. Tomoko
Sugihashi did a study on the culture shock that women experience during this time. With the stuff
mentioned above, I believe that this is great opportunity for women to use the language they

have spent so many years preparing for. This can also help them in finding a job. Studying
abroad makes these women be able to reflex on the beliefs and ideas they had in comparison to
the foreign country.
Job Search
All over the world young adults are faced with the idea of finding a good job. In the
United States we tend to go to college and get a degree. This used to mean a secure job, now
thats no longer the case. After college a lot of young adults still want to have fun and see the
world. That is not the case for Japanese students. In Japan students must begin their job search
sometimes as early as their Junior year of college (In class lecture). The students are often put
under immense pressure to obtain a job. The students even have to go to particular classes
intended for them to learn the proper way of behaving during an interview.

CONCLUSION
The Japanese school system has a lot of common with the American. Thought they
change a little in the numbers attended at each level. Japan students must face absurd number of
test in other to get ahead in school levels. Which has lead the country to depend on cram schools.
Since the testing is so intricate these schools focus solely on getting the student to pass them. The
Juken system makes for a great market of cram schools. In the cram schools the students are able
to focus on one main goal. If these test are passed they will not enter their dream high school or
university. These students are forces to spend all day at school.

Bibliography

Jeynes, W. (2008). What we should and should not learn from the japanese and other east asian
education systems.Educational Policy, 22(6), 900-927.
Hojo, M. (2009). Inequality in japanese education. Japanese Economy, 36(3), 3-27.
Rubrecht, B. G. (2004). Are Japanese High School Graduates Really Equipped for University
Language Study? Nagoya University of Commerce & Business Administratio, 6(1), 101-112.
Retrieved April/May, 2016.
Sugihashi, T. (2009). Culture Shock and Adjustment of Japanese Female Collegge Students In
and After Study Abroad Program. Showa Women's University, 822(4), 42-66. Retrieved April 15,
2016