Japan's educational system is clever that indeed made them placed fourth in the international science and math study in 2007,and many other achievements wherein they are competing globally. Amidst these achievements in the said major subjects, Japan also gives emphasis and importance to what they really own; their language as part of their curriculum. Above all of these, agencies both in public and private sectors made a big part in which they provided the needs and necessities in education. By this, its quite obvious that Japan will continue reigning in the international education studies and also continue aiming the reality of their vision; to produce a globally-competitive individuals.

3.  Predominantly staffed by young female junior
college graduates and supervised by the Ministry of
Education, but are not part of the official education
system.
 A well-developed system of government-
supervised day-care centers
(hoikuen) is supervised by the
Ministry of Labor.

4.  All children enter first grade at age six.
 Public elementary education is free.
 Elementary school classes are large at about
thirty-one students per class on average but
higher numbers are permitted.
 Students are usually organized into small work
groups, which have
both academic and disciplinary functions.

5.  The ministry’s course of study is composed of a
wide variety of subjects, both academic and
nonacademic, including moral education and
special activities.
 The standard academic curriculum include
Japanese language, social studies, arithmetic, and
science. Nonacademic subjects taught include art
and handicrafts, music, physical
education, and
moral education.

6.  Elementary teachers are generally responsible for
all subjects, and classes remain in one room for
most activities. They have ample teaching materials
and audiovisual equipment.
 Elementary school children receive
a full lunch at school.

8.  Instruction in junior high schools tends to rely on
the lecture method.
 Classes are large, with thirty-eight students per
class on average.
 The teacher rather than the students, moves to a
new room for each fifty or forty-five minute
period.
 The school year begins in April and classes are
held from Monday to
either Friday or
Saturday,
depending on the
school.

9.  The school year consists of two or three terms,
which are separated by short holidays in spring
and winter, and a six-week-long summer break.
 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.

10. LEARNING AREAS
Academic Others
- Mathematics - Industrial arts
- Science - Homemaking
- Languages - Moral Studies
- Social Studies
- Music
- Fine Arts
- Physical
Education

11. Japan Philippines
Languages (English & Japanese
Languages)
Languages (Mother Tongue, Filipino &
English)
Music, Fine Arts & Physical Education MAPEH (Music, Arts, Physical
Education & Health)
Social Studies Araling Panlipunan
Science Science
Moral Studies Edukasyon sa Pagpapakatao
Industrial Arts
T.L.E.
Homemaking

12.  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.
 A small number of schools offer part-time programs,
evening courses, or correspondence education.
 Teachers specialize in their major
fields although they teach a variety
of courses within
their disciplines.

13.  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.
 Training of disabled students, emphasizes
vocational education
to enable students to be as
independent as
possible within
society.

14. LEARNING AREAS
Academic Tech-Voc Courses
(1st year) (2nd year-3rd year)
- Mathematics - Information processing
- Science - Navigation
- Languages - Fish farming
- Physical - Business
Education - English

15.  In 2010, more than 2-8 students enrolled in
Japan’s 778 universities.
 At the top of the higher education structure, these
institutions provide
- 4 years training leading to bachelors degree
- 6 years programs leading to a professional
degree

16.  Two types of public 4 year colleges
- the 86 national universities (including the
open universities
- 95 local public universities which are
founded by prefectures and municipalities
 The 597 remaining 4 year colleges
in 2010 were private.

17.  Popular courses
- social sciences - engineering
- business - humanities
- law - education
- accounting
 To help defray expenses, students frequently work part
times or borrow money through
the government supported Japan
Scholarship Association, local
government, non profit corporations
and other
institutions.

18.  The quality of universities and higher education in
Japan is internationally recognized. There are 11
Japanese universities in the 2006 TNES-QS World
University Rankings.
Examples: University of Tokyo- 19th
Kyoto University- 23th
 In 2010 the QS ASIA University Rankings
top 20 included eight Japanese
universities like the University of
Tokyo again.

19.  Out of the top 100 Asian universities in 2011’s Times
Higher Education-QS World University Ratings, 33 were
Japanese.
 Mainly private institutions
 Legacy of the occupation period
 More than 90% of the students in junior
colleges are women. Higher education
for women is still largely perceived as preparation for
marriage or for a
short-term career
before marriage.
JUNIOR COLLEGES

20. JUNIOR COLLEGES
SPECIAL TRAINING SCHOOLS
 Junior colleges provide women with social credentials as
well as education and some career opportunities.
 These colleges frequently emphasize home economics,
nursing, teaching, humanities, and social sciences in their
curricula.
 Advanced courses in vocational special
training schools
require upper
secondary
school completion.

21. SPECIAL TRAINING SCHOOLS
 Offer training in specific skills such as:
- computer science
- vocational training
- large number of men enrollees
 Some students attend these schools in addition to attending
university.
 Others go to quality for technical licenses
or professional certification.
 The prestige of special training schools
is lower than that of universities, but
graduates, particularly
in technical areas, are
readily absorbed by
the job market.

22. COLLEGE OF TECHNOLOGY
 Most of these schools are national institutions
established to train highly technicians in fire year
programs in a number of fields, including the merchant
marine.
 About 10% of college graduates transfer
to universities as third year students.
 These colleges are unique in that they accept students
after 3 years of secondary
school (grade 9 in the North American
system or 10 in
the British
system).

23. COLLEGE OF TECHNOLOGY
 The five year program includes a general education
at the beginning and then becomes highly
specialized.
 The Japanese Ministry of Education, culture, sports,
science and technology indicated
that the Colleges of Technology are
leaders in the use of internships, with
more than 90% of institutions offering
this opportunity compared to 46%
of universities and
24% of junior
colleges.