DOCUMENT RESUME ED 275 620 SO 017 832 AUTHOR Leestma, Robert; Bennett, William J.; And Others TITLE Japanese Education Today. A Report from the U.S. Study of Education in Japan. Prepared by a Special Task Force of the OERI Japan Study Team: Robert Leestma, Director.., and with an epilogue, "Implications for American Education," by William J. Bennett, Secretary of Education. INSTITUTION Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE Jan 87 NOTE 103p.; Other Task Force members: Robert L. August, Betty George, Lois Peak. Other contributors: Nobuo Shimahara, William K. Cummings, Nevner G. Stacey. Editor: Cynthia Hearn Dorfman. For related documents, see SO 017 443-460. PUB TYPE Reports - Descriptive (141) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS *Asian Studies; Comparative Education; Educetion; Educational Change; *Elementary School Curriculum; Elementary Secondary Education; Foreign Countries; *Japanese; *Secondary School Curriculum; Teacher Education IDENTIFIERS *Japan ABSTRACT Based on 2 years of research, this comprehensive report of education in Japan is matched by a simultaneously-released counterpart Japanese study of education in the United States. Impressive accomplishments of the Japanese systemare described. For example, nearly everyone completes a rigorouscore curriculum during 9 compulsory years of schooling, about 90 percent of the students graduate from high school, academic achievement tends to be high, and schools contribute substantially to national economic strength. Reasons for Japanese successes include: clear purposes rooted deeply in the culture, well-defined and challenging curricula, well-ordered learning environments, high expectations for student achievement, strong motivation and effective study habits of students, extensive family involvement in the mission of schools, and highstatus of teachers. Problems and criticisms are noted, including inattentionto variations in students' abilities and needs, rigidity and uniformity of the system, and insufficient concern for development of creative and independent thinking. Current education reform effortsare described. Implications of this report for U.S. educationare discussed in a special Epilogue by U.S. Secretary of Education, William J. Bennett, who endorses several qualities of theJapanese system, such as high standards for all students, cultural literacy developed through the school curriculum, and strong parental involvement in the education of their children. A glossary and appendix containing statistical data, a bibliography,a list of papers commissioned for the United States Study of Education in Japan, basic references, brief facts about Japan, anda map of Japan conclude the document. Appended are the U.S. Press Release (dated January 3, 1987) announcing release of the report and the matching Japanese statement announcing release of the counteipart Japanese report entitled "Educational Reform in the United States." (JP) 0 r\J .0 N. r\J wca tIR U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) .., Shinsdocument has been reproduced as received from the person or organization originating it CI Minor changes have been made to improve reproduction quality Points of view or opinions stated in thls docu- t, . ment do not necessarily represent official 1 OERI position or policy ' ,t,. ) Alk Alk III , 41 i Some Highlights of this Report Japanese education Education reform in Japan Japanese society is education-minded to an extraordinary Japan is concerned about its education system and is making degree: success in formal education is considered largely extensive efforts to improve it. The reform movement includes synonymous with success in life and is, for most students, vigorous public debate between proponents of change and almost the only path to social and economic status. defenders of the status quo. Formidable education accomplishments result from the col- Reformers take a farsighted view of the national interest: they lective efforts of parents, students, and teachers; these efforts are coming to terms with societal needs in the 21st century are undergirded by the historical and cultural heritage, a close while grappling with such complex issues as finding a new relationship between employers and education, and much in- balance between group harmony and individual creativity in formal and supplementary education at preschool, elementary, Japanese education. and secondary levels. During 9 years of compulsory schooling, all children receive Implications for American education a high quality, well-balanced basic education in the 3 R's, Some American education ideals may be better realized in Japan scicnce, music, and art. than in the United States. A close look at Japanese education Both the average level of student achievement and the student provides a potent stimulus for Americans to reexamine the stan- retention rate through high school graduation are very high. dards, performance, and potential of their own system. Some lessons worth considering: Japanese education also distinguishes itself in motivating students to succeed in school, teaching effective study habits, The value of parental involvement from the preschool years on; using instructional time productively, maintaining an effec- tive learning environment, sustaining serious attention to The necessity of clear purpose, strong motivation, and high character development, and providing effective employment standards, and of focusing resources on education priorities; services for secondary school graduates. The importance of maximizing learning time and making ef- Japanese education is not perfect. Probiems include rigidity, fective use thereof; excessive uniformity, and lack of choice; individual needs and differences that receive little attention in school; and signs of The value of a competent and committed professional teaching student alienation. A related problem in employment is force; and overemphasis on the formal education background of The centrality of holding high expectations for all children and individuals. a firm commitment to developing a strong work ethic and good study habitsrecognizing fat hard work and perseverance are essential elements in a good education. 3 A report from the U.S. Study of Education in Japan prepared by a spectal task force of the OERI Japan Study Team: Robert Leestma, Director Robert L. August, Senior Researcher Betty George, Consultant Lois Peak, Consultant with contributions by Nobuo Shimahara, William K. Cummings and Nevzer G. Stacey and with an epilogue Implications for American Education by William J. Bennett, Secretary of Education Chester E. Finn, Jr. Assistant Secretary and Counselor to the Secretary January 1987 Editor: Cynthia Hearn Dorfman Graphics: Phil Carr For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D.C. 20402 , BESTCOPYAMIABLE 4 ago of the CULCON Education Subcommittee. Dr. Leestma and Foreword the special task force he assembled to prepare this report forged vigorously ahead, and this small band of able scholars produced When President Reagan and Prime Minister Nakasone met in the solid result you now hold. We are pleased to acknowledge 1983,one result of their discussions was an agreement that a the major professional contribution of the principal authors by cooperative undertaking by Japan and the United States to study their names on the title page. education in each other's country would be worthwhile. This was There were important contributions by others as well. The a timely conclusion because both countries were, and remain, chapter on the teaching profession is essentially the work of Dr. engaged in serious efforts to improve their education systems. Nobuo Shimahara, that on higher education is primarily a con- In the course of these endeavors, it was thought, the United tribution by Dr. William K. Cummings, and the chapter deal- States and Japan might each benefit from the experience of the ing with education and employment is based on an initial draft other. That was the spirit that gave rise to the idea and that has by Ms. Nevzer G. Stacey. Essential support service was pro- continued to guide both efforts. vided by Ms. Charlene Medley. Special assistance was alsoren- By mutual agreement, the two studies have been conducted dered by Tetsuo Okada, Carol Foley, and Daniel Antonoplos. under the general sponsorship of the United States-Japan Con- The full OERI Japan Study team is listed at the end of this report. ference on Cultural and Educational Interchange (CULCON), I thank them all. a continuing, high level forum of government and private sec- The team did not work alone. It benefited from the counsel tor leaders to foster cooperation in education, culture, and public of the U.S. CULCON Education Subcommittee, especially affairs. The U.S. CULCON chairman is Dr. W. Glenn Camp- augmented for the study by additional leaders concerned with bell, Director of the Hoover Institution at Stanford University. education in Japan and the United States. The membersare Dr. C. Ronald Kimberling, Assistant Secretary for Postsec- named on the inside back cover. I am pleased and grateful to ondary Education, is the Department of Education's represen- acknowledge their valuable contributions. I extendmy special tative on both the U.S. CULCON panel and the Japan-United thanks to Professor Herbert Passin for his extensive review of States Friendship Commission. Dr. Kimberling and I