A r c h i v e d  I n f o r m a t i o n

Components of National Education Standards in Japan

Naoko Moriyoshi and Douglas Trelfa

Standards

This chapter examines national education standards in Japan. The focus is on the curricular guidelines of Monbusho (The Ministry of Education, Science, and Culture) and the high school and university entrance examinations. The curricular guidelines of Monbusho apply to all public elementary, junior, and senior high schools in Japan and comprise the national educational standard in Japan. Although these guidelines delineate the topics that schools in Japan are expected to cover, there is no official requirement that students master the curriculum or perform at a certain level (Monbusho 1989a, 1989b, 1989c). However, students have an incentive to master the curriculum because of competitive high school and university entrance examinations that are based on the Monbusho curriculum.

Standards for School Administration

Because the standards for school administration in Japan are set by two laws—the School Education Law and the Enforcement Regulations of the School Education Law—the quality and conditions of education throughout the country remain relatively equal. For example, the standard number of classrooms for an elementary school is set for not less than 12 and not more than 18; hence, 2 or 3 classrooms in 1 grade are the standard. Each classroom is composed of students of the same grade unless the school is underpopulated, such as in rural areas where a class may be composed of students in different grades. The maximum class size is 40 students, according to the Law Concerning Class Size. For secondary schools, the standards for class size and number of classes is the same as those for elementary schools.

In 1988 the nationwide average number of students in a classroom in elementary schools was 30.8; in 1991 the average decreased to 29.1 (Shimizu, Akao, Arai, Ito, Sato, and Yaosaka 1993). The average number of students in a class in junior high school is decreasing as well. In the 4 years from 1987 to 1991, the average number of students in a class in junior high schools decreased from 38 to 33.9. For high schools, the average class size has remained around 42 students.

Standardized Education Objectives and Materials

National standards and the use of authorized textbooks ensure that students throughout the country reach their educational objectives, regardless of regional differences in educational opportunities. Monbusho's Course of Study determines the academic standards for each school level and provides the foundation for the curriculum. The Course of Study is a booklet that consists of educational objectives and goals for students' learning at every grade and for every subject, along with guidance and directions to teachers for the design of effective curricula.

Another way of maintaining consistent educational standards is through the uniform use of authorized textbooks. The School Education Law states that only textbooks authorized by Monbusho may be used in the nation's schools. Prefectural and municipal boards of education for public schools and the principals of national and private schools select their school textbooks from the approved list. Textbooks used at the compulsory levels (elementary, junior high, and special education schools) are purchased by the national government and distributed to students free of charge. The textbooks belong to the students and do not need to be returned at the end of the school year.

Curricula

Teachers plan the curricula of elementary and secondary schools according to the guidance provided by the School Education Law, the Enforcement Regulations of the School Education Law, and the Course of Study. Teachers must abide by the Course of Study in setting course content and the time allotted to each subject. Curricula for vocational high schools and special education schools are also based on the Course of Study provided by Monbusho for regular schools, but some adjustments are made to fit the special needs of these schools. The following sections describe the requirements for elementary and secondary education.

Elementary School

In elementary schools, the standardized curricula are divided into three areas: regular subjects, moral education, and special activities. In private schools, religion may be included in addition to or in place of moral education. Table 2 (Jichi Sogo Center 1991) shows the requirements (as of 1992) within each of these areas and the required hours at each grade level. There are nine subjects, including moral education and special activities.

Table 2—Standard number of school hours in elementary schools (implemented April 1992)

The regulations for subject content can be very specific. For example, the specific Chinese characters that must be mastered at each grade level in Japanese language classes are listed. In the first grade, this group consists of 80 characters, increasing to 160, 200, 200, 185, and 181 characters at subsequent grade levels. Although the Course of Study specifies the content taught at every grade level, it allows for some flexibility in changing the curriculum as long as the content is covered by the end of elementary school education. This flexibility is especially beneficial in rural schools where students of different grades may comprise one class.

The Course of Study is less specific in describing the content of moral education classes, including statements such as learning to take care of oneself, to take care of one's health, and not to be selfish. Moral education classes emphasize the significance of respect for human dignity and reverence for life by encouraging students to think about the needs of their families, schools, and finally the larger community. The objective is to foster the growth of citizens who will willingly contribute to the nation's development in democratic, cultural, and peaceful directions.

The third designated curriculum area, Special Activities, embraces class activities, student council, club activities, and school events. The Course of Study emphasizes that these activities should foster the development of interpersonal and group skills, but does not specify the content of the activities. For example, although the formation of school clubs for students with mutual interests is specified, actual types of school clubs are not.

Standard hours set for the three areas of elementary school education range from 850 to 1,015 hours a year depending on the grade level, as shown in table 2. The Course of Study for Elementary School assumes a school year of at least 35 weeks (34 weeks for the first grade). The class hours per week are then designed to cover the given subjects' contents in an adequate but appropriate amount of time. The time allocated for one class is 45 minutes.

Junior High School

The New Course of Study for Junior High Schools (Monbusho 1993) was implemented in April 1993. Like the one for elementary schools, it consists of the general objectives of schooling and subjects as well as the objectives and content of regular subjects to be taught in each grade. The curriculum is set for the same three areas: regular subjects, moral education, and special activities. As seen in table 3 (Jichi Sogo Center 1991), regular subjects include both required and elective courses. Required courses are Japanese language, social studies, mathematics, science, music, fine arts, health and physical education, and industrial arts or homemaking. A certain number of credits in these courses are required in each grade. In addition to the required courses, elective courses are provided in the following subjects: music, fine arts, health and physical education, foreign languages, and industrial arts or homemaking. Elective courses may vary across the grades, and courses not listed may also be added if students, schools, or communities perceive a special need.

Table 3—Prescribed subjects and number of school hours in lower secondary schools

During the junior high school years, each class lasts for 50 minutes. School hours may be allocated to club activities and elective subjects within the 1,050 total hours required at each grade level.

Although high school education in Japan is not compulsory, its curriculum is primarily determined by the Course of Study for High Schools, which describes the objectives and the content of subjects to be taught at this level (see table 4, Jichi Sogo Center 1991).

High School

Table 4—Required subjects for all students during high school (effective 1991)

Because the content of the college entrance examinations follows the subject areas required in the Course of Study, teachers—especially those in public schools where direct control and supervision by local boards of education apply—are under pressure to cover all the materials and methods described in the Course of Study, even the use of specific tools in a scientific experiment. Although teachers in private schools enjoy more freedom in organizing and planning the curriculum, they must also cover all the subjects, prescribed content, and objectives outline in the Course of Study. In particular, teachers in private schools with 6-year programs integrating junior and senior high school may plan the curriculum to introduce materials in a more flexible way.

The required number of credits for high school graduation is 80; one credit is earned with one 50-minute class for 35 weeks. Required of all students as of 1994 (a New Course of Study for High Schools (Monbusho 1994) has been in effect since April 1994) are the following eight subject areas: Japanese language, geography and history, civics education (contemporary society, philosophy, and political science and economics), mathematics, science, health and physical education, arts (music, fine arts, handicraft, and calligraphy), and home economics.

Continued

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[The Educational Structure of the Japanese School System - References]

[Components of National Education Standards in Japan - Part 2]