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Miscellaneous Schools of Japan KAKUSHU GAKKO: A STUDY OF THE NON FORMAL - MISCELLANEOUS SCHOOLS OF JAPAN Dissertation for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY JERRY L. VANPELT 1975 IIIIIIIIIIIIIIIIIIIIIIIIIII \ _ L 13R A R Y IIIIII IIIIIIIII 3 1293 10482 4622 Michigan State University ,; m 7 \ This is to certify that the thesis entitled KAKUSHU GAKKO: A STUDY OF THEANON-FORMAL MISCELLANEOUS SCHOOLS OF JAPAN presented by Jerry L. VanPelt has been accepted towards fulfillment of the requirements for Ph.D. degree in Education Lag/M Major professor 0-7639 ABSTRACT KAKUSHU GAKKO: A STUDY OF THE NON FORMAL MISCELLANEOUS SCHOOLS OF JAPAN By Jerry L. VanPelt Currently, there has been a growing interest in educational modes outside of the regular or formal educational structures found in most countries. This interest has centered around non formal education, which usually exists outside of the formal school system and is more concerned with specific purposes and trainings than the formal schools have been. There exists in Japan, a group of schools called the miscel- laneous schools which fit this non formal category. During the summer of 1974, a descriptive, analytical, and evaluative study was undertaken on these schools in Japan. Interviews were conducted with miscellaneous school owners as well as officials of the National Association of Miscellaneous Schools, the official organization of the miscellaneous schools. Written materials both in English and Japanese were collected, examined, and included in the study. The miscellaneous schools have a long history. Their origin can be traced back into the feudal ages of Japanese history. Official Jerry L. VanPelt recognition of the miscellaneous schools at the governmental level came during the Meiji period as the Japanese government began laying the foundation of a modern formal educational structure. After World War II, the miscellaneous schools were again given government recognition. The miscellaneous schools have served as sup- plemental educational institutions to the formal educational system. As such, they offer programs in vocational preparation, tutoring for the rigid university entrance examinations, and domestic arts and enrichment programs primarily for women. Though recognized by the governmental authorities, the miscel- laneous schools do not belong to the formal educational structure and therefore have little status as education institutions. The National Association of Miscellaneous Schools has sought to improve this status and get formal school recognition and governmental financial support for the miscellaneous schools. The miscellaneous schools as non formal modes, have been important educational institutions in the total realm of Japanese education. The miscellaneous schools have several points in their favor: they (I) offer programs of educational training not available else- where, (2) help to carry on the cultural heritage, (3) are flexible to meet changing needs, (4) offer further education and training to those not capable of university training, (5) offer training which can be taken at any period during one's life, (6) offer practical and directly usable skills, and (7) offer domestic arts and enrichment education to women for self improvement. Jerry L. VanPelt The miscellaneous schools also have several disadvantages: They (I) contribute to discrimination, against women, (2) contribute to the "examination hell" of the university examination system, (3) cover too wide an educational spectrum for adequate supervision and co-operation, (4) have possibly lessened reform of the formal education system, (5) have lacked trained teachers, (6) have not established uniform curriculum standards, (7) have finances which are uncertain, and (8) have few controls over the schools which causes lack of direction and duplication of services. KAKUSHU GAKKO: A STUDY OF THE NON FORMAL MISCELLANEOUS SCHOOLS OF JAPAN By Jerry t: VanPelt A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1975 ACKNOWLEDGMENTS The author wishes to give thanks to Dr. George Ferree, Dr. Stanley Wronski, and Dr. Herbert Jackson for serving on his doctoral committee and for their general support and encouragement during his stay at Michigan State University. To Dr. Carl Gross, goes special gratitude for his counsel and advice as chairman of the committee, as instructor and friendly critic and for his encouragement of the author's efforts over the past two years. To the author's family, Joanne, Korinne, and Suzanne, thank you for putting up with an absentee father and husband. Finally, special thanks must be given to Mr. Tatsutoshi Kiyomiya and Mrs. Hanoko Regier for their efforts as interpreters and translators without which this work might not have been completed. ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS ii LIST OF TABLES Chapter I. NON FORMAL EDUCATION AND MISCELLANEOUS SCHOOLS Introduction Research Design . Categories of Miscellaneous Schools II. HISTORY OF MISCELLANEOUS SCHOOLS Feudal Period. Meiji Period . Formal School Structure . Miscellaneous Schools Post- War Development of Miscellaneous Schools III. MISCELLANEOUS SCHOOLS OF TODAY . Introduction . Vocational Schooling . Medical, Health, Education .and Welfare Industrial Technical Education . Business and Commercial Education . Dressmaking, Design, and Cooking Schools . Cultural- Enrichment Education . Preparatory Schools . IV. MISCELLANEOUS SCHOOL REGULATIONS AND THE ATTEMPT TO IMPROVE MISCELLANEOUS SCHOOL STATUS . Regulations Administration Financial Support Chapter Page Senshu Gakko Bill . 99 Teacher Training Program . lOl V. SUMMARY, EVALUATION, AND CONCLUSIONS . 108 Summary . lO8 Evaluation . llO Further Questions in Research . ll7 SELECTED RESOURCES . 122 iv LIST OF TABLES Table Page Ownership of Miscellaneous Schools . 27 Dominate Subject Areas . 27 Total Subject Area 28 Formal School Attendance 28 Number of Schools and Teachers in Japan 1973 42 Total Student Enrollment 43 Private Schools in Japan 43 Private/Public Education 44 Types of Miscellaneous OmNO‘UT-th School Classes by Size 0f Enrollment 46 10. Percentage of Classes by Length of Offering . 48 11. Secondary and Higher EduCation by Sex . 51 12. General High School Course for Employment 3 Years (3,570 Hours) . 54 13. Machine Course in Senior High School 3 Years (3,885 Hours) 54 14. General Training Course: Junior High Level 1 Year (1,700 Hours) . 57 15. General Training Course: High School Level 6 Months (850 Hours) . 57 16. Advanced Training Course: High School Level 2 Years (3,400 Hours) . 58 17. Miscellaneous Industrial Training Schools 1 Year (1,107 Hours) . 60 Table Page 18. Prefectural Spending in Yen 94 19. Prefectural Spending Paid Directly to Individual Schools in Yen . 95 20. Prefectural Loan Funds in Yen 96 vi CHAPTER I NON FORMAL EDUCATION AND MISCELLANEOUS SCHOOLS Introduction In talking about education and such topics as the role of education in economic and cultural development, we start with schools. Then we may say "Of course, schools are not the only educational agencies," and then return to our talk of schools. If someone asks about the educational system of a nation or a community we take them on a tour of schools. We do not take them into homes where language acquisition and primary-group socialization takes place, nor into the streets and country side where self concepts and socialization roles are acquired and tested, nor into market places where consumer skills and attitudes are formed, nor into the work places where occupa- tional capabilities, class consciousness and patterns of economic thinking are formed. We do not take them to play- grounds, union meetings, shopping centers, cocktail parties, craftsmen's shops, military installations, farms, factories, courts of law or the other many places with major identifiable, educational dimensions. ' Many learning situations take place without an awareness or intent on the part of the learner and are commonly thought to be "natural" or even "inherent." Despite this unknowingness, learning is, or was taking place under these conditions. This kind of learning has come to be called incidental learning by some of the writers in the field of non formal education.2 On the other hand, experiences, similar to the above may be furthered or put forth in an examined and deliberate method by conversation, explanation, interpretation, instruction, discipline, and the use of examples from elders, employers, and peers. These activities may be intended to be educative in a limited sense, and have been referred to as informal education.3 The "schooling" that most people think about, more often brings to mind visions of grades, classrooms filled with teachers, and students interacting through a hierarchy of step-like processes of many years duration, beginning at an elementary level of edu- cation and continuing on through the university level. For some, it may not include the university, and for still others, it may not include secondary education. The process is the same and is exemplified by the established educational system that these persons attend at one time or another. This schooling might have taken place in public or private schools, but in both cases the structure was much the same. At the elementary level a general curriculum of basic skills was mastered. It included reading, writing, calculating, and some teaching of the cultural heritage. At the middle and secondary levels, new focus puts students
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