Education Systems of the US, Germany, and Japan - Essay Example

The difference in the education system between three nations – the United s, Germany and the Japan exists due to various factors like culture, family values and family background. More importantly, it differs due to the different teaching methods employed by each of these nations. The education system also differs due to the degree of control that is placed in hands of the central versus the regional or local governments. In Japan the central government maintains close supervision and provides financial support for schools (Stevenson & Nerison-Low, n.d.). In Germany, while the states have the major control, a national coordinating agency keeps a check and ensures a high degree of comparability between the states. In the United States the major control and financial support falls under the jurisdiction of the state and local governments. In Japan, even though the centre has control, the teachers and the school districts are allowed to develop their own curricula as long as they are within the prescribed guidelines (Stevenson & Nerison-Low, n.d). The Japanese curriculum has a balance between academic and non-academic subjects, but they ensure that at least a third of the time at school is spent on subjects such as music, arts and crafts, homemaking, physical education, and special activities such as school clubs. Many elementary schools have their own standard of grading their students. Attendance at high school is not compulsory in Japan. In high school, students are separated into academic and vocational tracks in Japan. The teachers believe that their goal of instruction is exposure and not mastery. In Japan about 175 school periods per year are spent on the Japanese language and about 105 periods each for math’s and science. In Germany, the curriculum guidelines within each state provide a uniform basis for instruction. The guidelines include the content, learning objectives, and instructional periods required of each type of school. In Germany the greatest number of instructional periods is spent in learning the German language and mathematics. Sciences, math’s and language studies take up 27 hours of a total of 40 instructional hours per week (Stevenson & Nerison-Low, n.d). Teachers in Germany have the option to revise and supplement the content of the curriculum depending upon the socio-economic and cultural background of each student. The German educational system is divided into distinct levels (Hyperstudy, 2007). Elementary school is called Grundschule and is preceded by voluntary Kindergarten which is called Vorschulklassen. This lasts four to six years depending upon the state in which the student is located. After this a child has four options for secondary education. Hauptschule is least academic and more like an elementary school where students can study up to grade nine. Realschule provides vocational or middle school education and Gymnasium or high school continues till grade 12 or thirteen. In the United States the schools have to follow the curriculum that has been developed by the states. The teachers assume the responsibility for their own curriculum but they are seldom able to do so because of time and effort constraint. Instead, they adopt the curriculum developed by the municipal board. Concentration in the curriculum is on the language, science, mathematics and social studies. Apart from the academic studies, in the US too, there are other subjects like art, music, drama, dance, and physical education that are taught. In Japan the students in the elementary school are evaluated against small tests every 4 to 6 weeks while in the high school there are two major examinations every semester. While no homework is assigned the students are expected to engage in independent study regularly. The number and lengths of the examination is controlled by the state in Germany and it is only by the 3rd or the 4th grade that 30 minute exams are permitted. In Germany homework are assigned which allows the teachers to evaluate the progress of the students. In the United States the teachers have the discretion over the frequency and content of tests given in class. In the elementary school, at the end of every unit tests and quizzes are given to ensure that students are up-to-date on their understanding of the subject. In mathematics the quizzes are on a weekly basis. In high school the frequency of tests decline significantly. Many school districts are replacing traditional testing methods by performance based assessments. The performance-based assessments are portfolios of student work, exhibitions, science experiments, interviews, homework assignments and performances. The method of teaching and the importance given to students’ efforts directly translates into results. The study conducted through PISA (Program for International Student Assessment) to assess 15-year old students on combined science literacy scale and science subscales revealed that Japan scored much higher than United States. While the OECD average for the combined science literacy scale was 500, Japan scored 531 and United States 489 (PISA, 2008). Even in identifying scientific issues, in explaining phenomena scientifically or using scientific evidence, Japan was consistently above the OECD average while the United States in each case scored below the average. PISA also uses six proficiency levels to assess the student performance. The proficiency levels describe what the student should be able to do and it also allows for comparison of students who perform at different levels of science literacy. At all the levels, the US had lower percentages than the OECD level. The same situation was found in the mathematics literary scale. The average US score was lower than the OECD average score of 498 while Japan was higher than average. The mathematics literacy score at 10th percentile for Japan was 404 while US was the lowest among the OECD countries at 358 against the OECD average of 379. The difference in the scores of the two countries reflects the culture and the educations system which includes the teaching methods. Teaching is a cultural activity and most people are unaware of the extent to which teaching is influenced by culture (Starr, 2006). The teaching style differs across the three countries as the goals and curriculum in Germany and Japan are prescribed by the state. In the US despite the freedom to innovate and change, the methods of teaching are quite uniform within the teaching community. MacFarlane (2000) explains that the math teaching process in the three countries has been described as follows by the authors Tigler and Hiebert in their book The Teaching Gap: Germany: "Developing Advanced Procedures" Japan: "Structured problem solving" United States: "Learning terms and practicing procedures" Teachers in America do more of the actual mathematical work than the students. In other words, the teachers develop the proof and theorems while in Japan and Germany the students are more likely to find solutions themselves. The Germans and the US teachers focus on the problem-solving skills as the goal of their lesson while the Japanese teachers emphasized on conceptual understanding (Starr, 2006). The Japanese and German lessons are more coherent, in the sense they are more focused on a single mathematical process or idea whereas American lessons tend to switch from topic to topic more often. The Japanese teachers make the lessons more coherent by making specific verbal connections between different parts of the lesson (MacFarlane). This is not so prevalent either in Germany or in the United States. External interruption during the lessons is very high in America while it is not at all found in Japan schools while the class is on. In Germany, this was found to some extent. The quality of mathematics that is taught is of much superior quality in Japan as compared to America and Germany. Japan has completely revolutionized its teaching methods. In Japan the teachers use the chalk board while in the United States the teachers use overhead projector. This in itself suggests that the teachers in Japan believe in allowing the students to understand, synthesize and analyze the problem using the tool that the teacher provides. Each step has to be related to the previous one and logical unfolding method has to be observed. Using a chalkboard allows all the steps to be seen at a glance and the students can always refer back to them if necessary. In America, in contrast the students are expected to digest whatever has been handed over and practice it. Overhead projectors help to keep the students’ attention focused during the explanations. Lessons are divided into learning small skills and hence interruptions are tolerated. American mathematics teaching is extremely limited as it is focused on a very narrow band of procedural skills. The students acquire isolated skills through repeated practice whereas in Japan the students spend time in the classroom in solving challenging problems and discussing mathematical concepts. Americans are taught to question authority more than to respect it. If the students challenge the teachers it is taken as a sign of healthy interest. This demonstrates an individualistic society. They do not revere their teachers as in the eastern cultures. The teachers are not elders to whom the students can to for guidance and support. The Japanese culture believes that cooperation is important for education while America focuses more on the individual success of a student. The Japanese culture uses groupism when working on a project while America focuses on individualism and self pride (Mendez, 1997). The class size in America has been reduced which gives each child individual time and attention from the teacher in the class. In America the students are taught to depend on the teacher for solutions to their problems and they work against each other for grades rather than with each other. In Japan the class size is 40+ as it is believed that students need to experience being in a large group. They learn to relate with different kinds of children in different kinds of situation. They are taught to work in a group together and solve their own problems. The Japanese students receive motivation for studies form their parents and their peers whereas the motivation for the American students comes from within. Their parents are hardly involved in what they study. The American students are under pressure of trying to be the best and they compete with others to top the class. The Japanese students are taught the better they do, the better their groups does. These children derive satisfaction when they contribute to the success of their group. The Japanese culture focuses on harmony and group work while the American society believes they can advance better and faster if they work alone. The American education system does not require students to have knowledge about other countries (NGA, 2007). They do not eve require the students to learn multiple languages which are prevalent in most countries. In Germany studying English is compulsory in secondary schools (Hyperstudy, 2007). The American citizens are unable to effectively communicate outside their own country and all these demonstrate an individualistic society. This also deters students from pursuing interest in foreign relations and affairs. The youth are becoming self-centered and they prefer to sit at home with technology rather than travel around the world. In Germany the students can opt out of religious instruction after the age of 14 and interscholastic sports competition is rare (Flippo, 2007). Computer science courses are available but access to computers and other technology is still limited whereas in America everything is computer based. The parents in Germany are involved in the education of their children and they jointly decide which school to attend after the basic school which ends by the age of ten years. Teachers are held in high regard in the German society. School discipline is rigorous and the education system has come under heavy criticism. In Japan, most junior schools are public and students usually attend schools in their locality. Over one quarter of senior high schools are private and the schools all try to get the best students. Japan is known for some of the highest education standards in the world. The Japanese schools stress on attendance which has led to psychological problems among the children. A Japanese student’s life features around the university entrance examination because the right higher education can lead to a well-paid job with a reputed company. Japanese children are entering kindergarten or Yochien earlier than is required by the state (Japan Guide, 2001). The elementary school or the Shogakkou last for six years from the age of six. Uniforms are standard in all schools in Japan. The Junior High school or Chugakkou is for the 12 to 15 year olds and is an important phase as this determines the higher education for the children. At this point children become busy with extra-curricular activities and special training for the entrance exams. The senior high school lasts up to the age of 18 years and the students have to attend a Juku (cram schools). The students in Japan are under pressure to perform well and they have to attend to numerous lessons like music classes and in addition take special classes at these Jukus. The classroom teaching is not considered sufficient. This system has produced the most impressive levels of literacy and highest standards of education in the world. Pressure on the children from such a young age leads to stress-related disorders and children have also been found withdrawing from society and education. The teaching method in Japan is considered rigid and unchanging. A study of all the three countries reveals the advantages and disadvantages of each system of education. While in America, too much stress is laid on individualistic success, Japan emphasizes on groupism. There should be a balance between the two. Individual success and achievement is equally important but so is group work. This creates harmony in the society as people have to develop together. The American system considers children being vocal in the class as a positive sign but it may not always be so. The children learn not to respect teachers or disrespect at their will. Teachers have to be revered where Japan scores. In Germany, after the age of ten years, the student or the parents have the option to decide what further education they seek but up to Junior Hugh school education should be mandatory and uniform. Up to the age of 15 basic skills have to be acquired by every child. In fact before that age, a child does not even know what talents he has or what he wants in life. The formal education that according to me would be a uniform system for all up to the age of 15 which should include basic mathematics, sciences, history of home nation as well as other nations, one foreign language, apart from a lot of extra curricular activities like debates and physical workouts. A child needs to feel comfortable with studies and should not be under constant pressure as in Japan. The motive to education should come from within and not be forced upon. A child should be allowed to understand his requirements and be encouraged to take the steps on his own. Constant teacher and parents support is essential as even till he enters university, the child is not competent to take independent decisions. Thus, a perfect blend of all the three nations could lead to a world class education system. Works Cited Flippo, H., (2007), Education, 19 April 2008 Hyperstudy, (2007), German Education System, 19 April 2008 Japan Guide, (2001), The Education Japan Guide to Japanese Visas, 19 April 2008 MacFarlane, P., (2000), The Teaching Gap, 18 April 2008 Mendez, A., (1997), GROUPISM VS. INDIVIDUALISM, 17 April 2008 NGA (2007), The Detrimental Effects of America’s Individualistic Youth, 19 April 2008 PISA (2008), Highlights From PISA 2006: Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy in an International Context, 18 April 2008 Stevenson, H., & Nerison-Low, R., (n.d.), To Sum It Up: Case Studies of Education in Germany, Japan, and the United States, 17 April 2008 Read More