Education system in Japanese schools. Education system in Japan

22.11.2023 -

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We are here in website understood why all Japanese are such brilliant and unique people. And all because, it turns out, they have an impossibly cool education system. See for yourself.

First manners - then knowledge

Japanese schoolchildren do not take exams until the 4th grade (when they are 10 years old), only writing short independent ones. It is believed that in the first three years of study, academic knowledge is not the most important thing. The emphasis is on education: children are taught respect for other people and animals, generosity, empathy, the search for truth, self-control and respect for nature.

The start of the school year is April 1

When children graduate in most countries, the Japanese celebrate theirs on September 1st. N The beginning of the year coincides with one of the most beautiful phenomena - cherry blossoms. This is how they tune in to a sublime and serious mood. The academic year consists of three trimesters: from April 1 to July 20, from September 1 to December 26 and from January 7 to March 25. Thus, the Japanese rest for 6 weeks during the summer holidays and 2 weeks each in winter and spring.

There are no cleaners in Japanese schools; the children clean the rooms themselves

Each class takes turns cleaning classrooms, hallways, and even toilets. This is how children learn to work in a team and help each other from an early age. Besides, after students have spent so much time and effort cleaning, they are unlikely to want to litter. This teaches them respect for their work, as well as the work of other people, and respect for the environment.

Schools prepare only standardized lunches, which children eat in class with other students.

In primary and secondary schools, special lunches are prepared for children, the menu of which is developed not only by chefs, but also by medical workers, so that the food is as healthy and nutritious as possible. All classmates have lunch with the teacher in the office. In such an informal setting, they communicate more and build friendly relationships.

Continuing education is extremely popular

Already in the elementary grades, children begin to attend private and preparatory schools in order to get into a good middle and then high school. Classes in such places are held in the evenings, and in Japan it is a very typical phenomenon that at 21.00 public transport is filled with children who are rushing home after extra lessons. They study even on Sundays and during holidays, given that the average school day lasts from 6 to 8 hours. It is not surprising that, according to statistics, there are almost no repeaters in Japan.

In addition to regular lessons, schoolchildren are taught the art of Japanese calligraphy and poetry

The principle of Japanese calligraphy, or shodo, is very simple: a bamboo brush is dipped in ink and characters are drawn on rice paper with smooth strokes. In Japan, shodo is valued no less than ordinary painting. And haiku is a national form of poetry that succinctly presents nature and man as a single whole. Both items reflect one of the principles of oriental aesthetics - the relationship between the simple and the elegant. Classes teach children to appreciate and respect their culture with its age-old traditions.

All schoolchildren must wear a uniform

From middle school onwards, every student is required to wear a uniform. Many schools have their own uniform, but traditionally it is military-style clothing for boys, and sailor suits for girls. PThe rule is intended to discipline students, since the clothes themselves create a working mood. Also, the same uniform helps to unite classmates.

The school attendance rate is 99.99%

It is difficult to imagine one person who has never skipped school in his life, but here is an entire nation. Also, Japanese schoolchildren are almost never late for classes. A 91% of schoolchildren always listen to the teacher. What other country can boast such statistics?

The Japanese attitude towards education differs from what Russians are accustomed to just as much as the Japanese and Russian mentalities differ. At all stages of education, starting from the preschool period, education is considered as one of the priorities that will ensure a decent standard of living in the future. When going to study in Japan, our compatriot must be ready to accept the unusual rules of existence and try not to make a mistake in choosing an educational institution.

Features and structure of the Japanese educational system

Tradition and modernity, closely intertwined throughout the entire way of life of the Japanese, are reflected in the structure of the state’s education system. The formation of the Japanese educational system followed the model of the American and Western European ones, but with the preservation of traditional national values.

Preschool education

Children, as a rule, begin to acquire knowledge and adapt to society at the age of 3 - it is at this age that a child enters kindergarten, which is the first stage of the educational system in Japan. If there are sufficiently compelling reasons, you can enroll your child in kindergarten from the age of three months; one of the reasons may be that both parents work more than 4 hours a day. Preschool education in the Land of the Rising Sun has significant differences from most Western programs and methods. The Japanese were among the first to talk about the importance of early development. Masaru Ibuka, the famous director of the Talent Training organization and the creator of the Sony company, argued in his book “After Three It’s Too Late” more than 50 years ago that the foundations of personality are laid in the first three years of life. From the first days of being in a preschool institution, the child is introduced to a collective pastime, in which manifestations of individualism are not welcome. One of the main tasks of education is to teach a child to feel like a member of a group, to show attention to other participants, to be able to listen to others and answer their questions, i.e. to learn to experience empathy. Learning to count and write is not a primary goal: it is generally accepted that it is much more important to develop in a child such qualities as diligence in achieving goals, independence in decision-making, and curiosity about the world around him. Kindergartens in Japan are both public and private.

Secondary education level

The beginning of April in Japan is marked by cherry blossoms and the start of the school year in schools, where children start from the age of 6. Secondary education in Japan, as in most countries around the world, is divided into three levels: primary school for 6 years, middle school for 3 years, and high school (also 3 years). The academic year consists of three trimesters:

the first lasts from April 6 to July 20,
the second begins on September 1 and ends on December 26,
the third - from January 7 to March 25.

Free education is provided only in primary and secondary schools; high schools are paid. Starting from secondary school, English and special subjects are necessarily introduced into the curriculum if the institution has any professional orientation or is tied to a specific university. In high school, increased emphasis is placed on the study of special subjects. An important fact: students in grades 7–12 take exams five times a year, which in Japanese schools are quite difficult and require a lot of preparation time. The exam procedure itself can take several hours. The results, as a rule, influence where the student continues his studies - in a prestigious school with a good prospect of entering a university or in a school, after which further studies will be problematic. About 75% of secondary school graduates continue their studies in higher education institutions.

Once in Japan, I did not know either katakana or hiragana, but after three months I could already calmly communicate with the Japanese in Japanese. But from school I took away not only excellent knowledge of the Japanese language and Japanese culture, but also a unique upbringing. The school taught me to set goals and strive to achieve them... and taught me community through the warm care of teachers.

Vladislav Krivorotko

http://yula.jp/ru/channel/graduate-ru/

Special and inclusive education in Japan

In addition to regular schools, in Japan there are so-called Juku schools - private educational institutions in which students can take a special additional course in the general education program for successful admission to higher education institutions. In other words, such schools represent a special form of tutoring, but in some cases they also provide classes in music, sports, and various types of traditional Japanese arts.

A specially created National Association deals with the problems of children with disabilities in Japan; in addition, there is a headquarters for carrying out reforms in the education system for such children. The headquarters is headed by the most influential persons of the state. This approach to solving issues of inclusive education allows us to take measures at the legislative level to ensure equal rights guaranteed by the Constitution for everyone regarding the choice of place and method of education. In addition, it is possible to effectively monitor compliance with such rights.

Higher education

In order to successfully find a job in the future, Japanese youth strive to enroll in prestigious universities, among which the most popular are Tokyo and Kyoto universities, as well as universities in Osaka, Sapporo (Hokkaido), Sendai (Tohoku) and others. The structure of the educational process in Japanese higher education institutions is similar in organizational and administrative aspects to the higher education system of Western Europe and the USA, but due to the peculiarities of mentality and cultural traditions it also has differences. University training is distinguished by a high level of teaching. In both private and public universities, tuition is paid and can range from 4 to 7 thousand US dollars per year. To obtain a bachelor's degree, students study for 4 years, and a master's degree for another 2 years. In technical universities, training lasts 5 years, medical or veterinary education is completed within 12 years. There is an accelerated course of study at universities, designed for two years - for teachers, sociologists, philologists, etc. The academic year is divided into two semesters: from April to September and from October to March. Accommodation in a dormitory will cost a student $600–800 per month.

Not rich enough? There is a solution - a training grant!

The desire to get an education in Japan does not always coincide with opportunities. The lack of the required amount of funds pushes us to search for alternative ways to solve the problem. One of them is receiving a grant to study at one of the universities in Japan. Such a grant is provided annually by the Japanese government through the Ministry of Education, Culture, Sports, Science and Technology (Monbukagakusho.Mext) under the “Student” program. To participate in the competition for a grant, the candidate must meet certain requirements, including citizenship of a country that maintains diplomatic relations with Japan, age, usually from 17 to 22 years, and complete secondary education. In addition, the applicant must be ready to actively study the language and culture of Japan and not have problems with physical and mental health.

Training couldn't be more intense, and language school is just one part of the process. We all study here every day: we make new friends, read books, leaf through magazines, watch TV and listen to the radio. I regularly receive my share of new vocabulary from friends, Japanese blogs and books. Not a day goes by without your vocabulary expanding by at least a couple of points.

Daria Pechorina

http://gaku.ru/students/1_year_in_japan.html

Persons who are military personnel at the time of arrival in Japan, who did not arrive at the place within the time specified by the host university, who previously received a grant from the Japanese government, who are already studying in Japan, who have scholarships from other organizations, who have dual citizenship ( Japanese should be abandoned). To pass the selection, the candidate submits an application of the established form to the Japanese diplomatic mission and passes written tests in mathematics, English and Japanese, as well as in physics, chemistry and biology, depending on the specialization.

Grant in hand, what's next?

If the selection is successful, the future student will be awarded a scholarship in the amount of 117 thousand yen; Tuition fees, as well as expenses associated with entrance exams, are borne by the Japanese government. Before starting their studies, students undergo a preparatory course for one year, including intensive study of the Japanese language, introduction to the specialty and other disciplines. Education at Japanese universities is conducted only in Japanese. You can learn more about the procedure for submitting documents and selection conditions on the official website of the Japanese Embassy in Russia.

Video: a student’s impressions after her first year of study at a Japanese university

In addition to government programs, there are many private and non-profit foundations that can provide scholarships for studying in Japan, there are scholarships from the Japan Association of International Education, the International Understanding program, the Ministry of Education for internship programs, etc. Another way to continue your studies in Japan is to participate in student exchange program between universities that have partnerships. The requirements for applicants from the CIS countries differ little from Russian ones; details of participation in government programs can be clarified at the Japanese embassies in their countries.

Studying in Japan helped me not only gain academic knowledge of the Japanese language (Noryoku Shiken N3), but also broaden my horizons (here you learn something new every day), strengthen my patience and willpower (since self-study takes a lot of time), as well as meet wonderful people and make new friends.

Elena Korshunova

http://gaku.ru/blog/Elena/chego_ojidat_ot_obucheniya/

Housing, part-time work, visa and other nuances

Students (including Russians, Ukrainians, and Kazakhstanis) can replenish their budget through part-time jobs, which could include working in cafes, restaurants, and other establishments in the service sector, or by teaching the Russian language, for example. To obtain a job, you will need a certificate of permission, which can be obtained from the immigration office after submitting a letter from the educational institution. Students in Japan are allowed to work no more than 4 hours a day. Many take advantage of this opportunity, despite the fact that the cost of education here is lower than in the most prestigious universities in the USA, Europe and even Russia.

Video: working in Japan for international students

Finding housing can be problematic: despite the fact that universities provide foreign students with dorm rooms, there are not enough places for everyone, so many are forced to rent premises in the private sector. The cost of living in rented housing can range from $500 to $800 per month.

A student visa is issued, as a rule, within 3–4 months, and the host university is the guarantor for its receipt. To obtain a visa you will need:

a copy of the diploma or certificate from the last place of study,
certificate of proficiency in Japanese,
certificate from parents’ place of work,
copy of birth certificate,
a certificate from the bank stating that there are 14–15 thousand dollars in the account,
international passport,
8 photos 3x4.

The entire package of documents must be translated into Japanese.

Japanese education system

The modern education system in Japan has developed
130 years ago, during the years of rapid modernization of the country, which began in 1868 with the Meiji Restoration. It cannot be said that the school system that existed before that time did not satisfy the state’s needs for competent employees. Since the 15th century, children of aristocrats and samurai received secular education at Buddhist temples. Since the 16th century, with the development of commerce, the offspring of merchant families also flocked to education. Their monks taught reading, writing and arithmetic. True, until the Meiji Restoration, education in the country remained class-based. There were separate schools for the children of aristocrats, warriors, merchants, and peasants. Most often, such schools were family enterprises: the husband taught boys, the wife taught girls. The main emphasis was on teaching literacy, although there were some nuances. The children of nobles were taught court etiquette, calligraphy and poetry, while the offspring of commoners were taught skills more necessary in everyday life. Boys devoted a lot of time to physical exercise, and girls were taught the basics of home economics - sewing, the art of making bouquets. But even then, in terms of population literacy, Japan was hardly inferior to other countries in the world.

Education in Japan is a cult supported by family, society and the state. From a young age, the Japanese study constantly and intensively. First - to enter a prestigious school, then - to get into a competition at the best university, then - to get a job in a respected and prosperous corporation. The principle of “lifelong employment” adopted in Japan gives a person the right to only one attempt to take a worthy place in society. A good education is considered a guarantee that she will be successful.

Japanese mothers are obsessed with making sure their children get the best education possible. In a situation where the majority of Japanese are at the same level of wealth (72% of the country's residents consider themselves to be middle class and have approximately the same income), children's education is the only thing in which they can compete.

Such serious attention to education gave rise to “juku” - special evening schools for preparing for prestigious educational institutions. The number of such schools, analogues of which appeared in Japanese monasteries back in the 18th century, exceeds 100 thousand. Small “juku” sometimes consist of 5-6 students who meet at the teacher’s home, while large ones have up to 5 thousand students. Classes are held from 16:50 to 20:50, from Monday to Friday, and weekly tests are usually scheduled for Sunday morning. The competition for admission to the most prestigious educational institutions is so great that newspapers use the expression “exam hell.” To prepare for the juku entrance exams, so-called “courage ceremonies” are held, during which students wearing headbands (the school motto is written on them) shout with all their might: “I will get in!”

Preschools

The first nursery in the country was created in 1894 in Tokyo, but the idea of early separation from the mother did not become popular. The first Froebel-type kindergarten was founded in 1876 in Tokyo by the German teacher Clara Zidermann. Its main direction - children's amateur performances - is still relevant today. Since 1882, the Ministry of Education, Science and Culture began to open kindergartens for the poor.

Documents regulating the activities of preschool educational institutions

Standards for early childhood education and official regulations for kindergartens were developed in 1900, and in 1926 the Kindergarten Act came into force. It recommended creating kindergartens based on nurseries. By law in 1947, kindergartens and nurseries became part of the primary school system. The nurseries were converted into day care centers under the Department of Health and Welfare and during the 1960s. their programs no longer differ from those of kindergartens.

Admission of children to preschool institutions

In Japan, kindergarten is not a compulsory educational level. Children come here at the request of their parents, usually from the age of four. Sometimes, as an exception, if the parents are very busy, the child can be taken to kindergarten from the age of 3. There are also nurseries for one-year-old babies in Japan, but it is not recommended to separate them from their family so early. To place a child in such an institution, parents must prepare a special application and justify the impossibility of raising the child at home until the age of 3.

Network of preschool institutions

In Japan, a system of private and municipal kindergartens has been created, as well as day care groups for children, which differ from ordinary kindergartens in more modest conditions for children. But all kindergartens are paid. Parents spend about a sixth of their average monthly salary on them. All kindergartens are day care, usually open from 8.00 to 18.00. There are a small number of after-school gardens.

Among private preschool institutions, a special place is occupied by the so-called elite kindergartens, which are under the tutelage of prestigious universities. If a child ends up in such a kindergarten, his future can be considered secure: upon reaching the appropriate age, he goes to a university school, and then enters the university without exams. In Japan, there is quite intense competition in the field of education: a university diploma is a guarantee of obtaining a prestigious, well-paid job in the ministry or in some well-known company. And this, in turn, is the key to career growth and material well-being. Therefore, it is very difficult to get into a kindergarten at a prestigious university. Parents pay a lot of money for their child’s admission, and the child himself must undergo quite complex testing in order to be accepted. Relations between parents of pupils in elite kindergartens, which, as a rule, belong to successful, prosperous corporations, are quite tense and jealous. However, there are not so many such preschool institutions. Just as there are not many kindergartens of a pro-Western direction, in which the principles of free education dominate and there is no system of classes that is rigid and quite difficult for young children, characteristic of elite kindergartens.

The system of preschool education institutions in Japan cannot be considered sufficiently developed. Almost half of the children remain outside this system. Therefore, working parents have to wait a long time for the opportunity to enroll their child in kindergarten.

They are trying to defuse tensions with child care institutions through various public initiatives. Help centers are opening for working parents whose children do not attend kindergartens. This assistance is provided by volunteers who want to earn extra money by looking after children. As a rule, they are unemployed housewives with children of their own. They gladly welcome other people's children into their houses or apartments. The duration of the service is determined by the interested parties themselves.

In kindergarten, much attention is paid to education. An agreement is concluded with parents; there is a program, the content of which includes caring for the health of children, the development of their speech and self-expression. There are about 20 children per adult.

In day care centers the emphasis is on education. Infants and preschoolers are raised together. Children are sent to them by municipal authorities. The fee depends on family income. The content of the work includes:

baby care;
ensuring his emotional stability;
health care;
regulation of social contacts;
familiarization with the surrounding world;
development of speech and self-expression.

In such centers there are an average of 10 children per adult.

In addition to the above-mentioned types of preschool institutions in Japan, there are additional schools for gymnastics, swimming, music, dance, art, as well as private kindergartens at schools preparing for admission to universities.

Opening hours of preschool institutions

Children over 3 years old are in kindergarten for about 4 hours a day. Day care centers operate on an eight-hour schedule. But nowadays there are also preschool institutions, where even children of the first year of life are from 9.00-10.00 to 21.00-22.00.

In kindergartens, the menu for children is carefully thought out. Educators advise parents on how to prepare obento - a lunch box that every mother should prepare for her child in the morning. It is recommended to use 24 types of products. The menu must include dairy products, vegetables, and fruits. The vitamin and mineral composition of the dishes and their calorie content are calculated (it should not exceed 600-700 calories for one lunch).

The composition of groups in kindergarten is not constant. When teaching children to interact, Japanese educators form them into small groups (han), which is the most important distinctive feature of the organization of preschool education. These groups have their own tables and their own names. Children are encouraged to make decisions taking into account the wishes of all members of the group. In addition, such groups serve as a kind of unit for joint activities. Group of 6-8 people. includes representatives of both sexes and is formed not according to abilities, but in accordance with what can direct their activities in an effective direction. Each year the groups are formed anew. Changing the composition of children is associated with an attempt to provide children with the widest possible opportunities for socialization. If a child does not have good relationships in this particular group, it is possible that he will find friends among other children. Children are taught many skills, including how to look at others, how to express themselves and take into account the opinions of their peers.

Teachers are also being changed. This is done so that children do not get too used to them. Attachments, the Japanese (following the Americans), believe that children become dependent on their mentors, and the latter are burdened with too serious responsibility for the fate of the children. If the teacher, for some reason, dislikes the child, this situation will not be very difficult either. Perhaps he will develop friendly relations with another teacher and he will not think that all adults do not like him.

In Japan, there is a trend of turning preschool into a family center. We can only judge this from indirect evidence, for example, from the recommendations of the Ministry of Health and Welfare to restructure the activities of day care institutions so that they begin to function as centers that play an important role in the overall structure of the neighborhood, capable of meeting the diverse needs of parents with small children .

But according to tradition, preschool education begins in the family. Home and family are perceived as a place of psychological comfort, and the mother is the personification of it. The heaviest punishment for children is removal from home, even for a short period. That is why a child is punished for an offense not by a ban on going out with friends, but by excommunication from home. In the relationship between parents and children, there is no demanding or judgmental treatment, threats, spanking, or slaps, especially in public places.

For Japanese women, the main thing is still motherhood. After having children, a Japanese woman's life milestones are most often determined by the phases of her children's lives (preschool, school years, entering university, etc.). Many Japanese women believe that raising children is all they need to do to make their lives “ikigai”, i.e. made sense.

The modern Japanese family retains a number of specific features, the main one of which is patriarchy. Japan is characterized by the traditional idea of dividing life roles by gender: the man works outside the home, the woman runs the household and raises children. The concept of family emphasizes the continuity of the family line, the attenuation of which is perceived as a terrible disaster. This results in a very careful, loving attitude towards one’s own and other people’s children, their health and personal development.

In Japan, children's desire for parental care is viewed positively. According to the majority of citizens, it protects the child from bad influences and the use of narcotic and psychotropic drugs. The main meaning of primary socialization in Japan can be formulated in a few words: the absence of any restrictions for children. The educational doctrine, as G. Vostokov noted, is applied to children “with such gentleness and love that it does not have a depressing effect on the soul of children. No grumbling, no strictness, almost complete absence of corporal punishment. The pressure on children is so mild that it seems as if the children are raising themselves, and that Japan is a children's paradise in which there are not even forbidden fruits. This attitude towards children in Japan has not changed: parents behave with their children today in the same way as before.”

Japanese women tend to regulate their child's behavior by influencing his feelings, avoid confrontation with his will and desire in every possible way, and more often express their dissatisfaction indirectly. They try to expand emotional contact with the child, seeing this as the main means of control; what is important for them is demonstrating correct behavior in society by example, rather than verbal communication with children. Japanese women avoid asserting their power over children, as this leads to the alienation of the child from the mother. Women focus on the problems of emotional maturity, compliance, harmonious relationships with other people and consider emotional contact with the child as the main means of control. The symbolic threat of loss of parental love is a more influential factor for the child than words of condemnation. Thus, by watching their parents, children learn how to interact with other people.

However, the practice of introducing children to group values is still carried out in kindergartens and schools. It is for this purpose that the child is sent to preschool. Kindergarten and nursery schools are places where children spend most of their time and where their character development is accordingly influenced.

As the Japan Today magazine notes, nowadays there is an increased attention of the Japanese to the younger generation, and this is caused by the demographic crisis. The rapid aging of Japanese society is directly related to the decline in the birth rate. Taking these circumstances into account, a social system of state support for parents in raising their children in the preschool period is being formed in Japan. At the birth of a child, every working mother has the right to an annual paid leave to care for him. For each child, the state pays parents an allowance for their upbringing. Until 2000, it was paid for up to 4 years, now - up to 6, i.e. actually before entering primary school.

In Japan, an increasing number of companies are striving to create a “family-friendly environment”. For example, after returning to work, women are not only restored to their previous jobs, but also receive benefits in the form of a shorter working day and the opportunity to switch to a “sliding” work schedule.

Parents' clubs are also being created where mothers relax with their children in their free time. While parents communicate with each other, student volunteers work with their children, for whom this activity is a form of social activity. Since 2002, such parent clubs began to receive financial support from the state.

Schools

Children aged 6 to 15 are required to attend a six-year primary school followed by a three-year junior high school. Children from low-income families receive subsidies to pay for school lunches, medical care and excursions. In each area of attendance there is only one school of a given level of education, so the child is doomed to attend only this one. However, parents are given the right to send their children to private paid institutions of all levels of education, but they have rather strict selection rules.

In elementary school, they study the Japanese language, social studies, arithmetic, science, music, drawing and crafts, home arts, ethics, and physical education. In private schools, ethics can be partially or completely replaced by the study of religion. There is also a subject called “special activities”, which includes club work, meetings, sporting events, excursions, ceremonies, etc. Students themselves take turns cleaning classrooms and other areas of the school, and at the end of the school term everyone goes out for a general cleaning.

After graduating from primary school, the child is required to continue studying at junior secondary school. Along with the compulsory subjects (mother tongue, mathematics, social studies, ethics, science, music, art, special activities, physical education, technical skills and home economics), students can choose a number of subjects - a foreign language, agriculture or an advanced course in mathematics.

The next step on the way to university is senior secondary schools. These educational institutions are divided into full-time (the duration of study is three years), as well as evening and part-time (they study here for a year longer). Although evening and correspondence school graduates receive equivalent graduation certificates, 95% of students choose to attend full-time schools. According to the profile of education, one can distinguish general, academic, technical, natural science, commercial, arts, etc. senior secondary schools. About 70% of students choose the general curriculum.

Admission to senior high schools is based on a junior high school (Chugakko) certificate and a competitive entrance exam. At senior high school, in addition to compulsory general education subjects (Japanese, mathematics, science, social studies, etc.), students can be offered elective disciplines, including English and other foreign languages, as well as technical and special disciplines. In grade 12, students must choose one of the study profiles.

According to the regulations of the Ministry of Education, Science and Culture, the university's knowledge assessment system is used in upper secondary schools. This means that each student must complete at least 80 credits to obtain a 12-year high school certificate (Kotogakko). For example, based on the results of studying each of the two courses of the Japanese language and modern Japanese literature, 4 credits are given, for the lexicology of the Japanese language and lectures on the classical language - two credits each.

The school year in Japan begins on April 1st (no joke) and ends on March 31st of the following year. It is usually divided into trimesters: April-July, September-December and January-March. Schoolchildren have holidays in summer, winter (before and after the New Year) and spring (after exams). Rural schools tend to have farm seasonal holidays by shortening the summer holidays.

Colleges

Japanese colleges can be equated in status to our secondary specialized educational institutions. They are divided into junior, technological and special training colleges. Junior colleges, of which there are approximately 600, offer two-year programs in the humanities, sciences, medicine and technology. Their graduates have the right to continue their education at the university from the second or third year of study. Admission to junior colleges is carried out on the basis of high school. Applicants take entrance exams and, less and less often, the First Stage Achievement Test.

Junior colleges are 90% private and very popular among young people. The number of people wishing to enroll in them annually is three times higher than the number of places. About 60% of colleges are women-only. They study subjects such as home finance, literature, languages, education, and health.

You can enroll in technology colleges after graduating from junior or senior high school. In the first case, the duration of training is 5 years, in the second - two years. These types of colleges offer courses in electronics, civil engineering, mechanical engineering and other disciplines.

Colleges of special training offer one-year professional courses for accountants, typists, designers, programmers, auto mechanics, tailors, cooks, etc. The number of such educational institutions, most of which are private, reaches 3.5 thousand. True, their graduates do not have the right to continue their studies at a university, junior or technical college.

Universities

There are about 600 universities in Japan, including 425 private ones. The total number of students exceeds 2.5 million people. The most prestigious public universities are Tokyo University (founded in 1877, has 11 faculties), Kyoto University (1897, 10 faculties) and Osaka University (1931, 10 faculties). They are followed in the ranking by the universities of Hokkaido and Tohoku. The most famous private universities are Chuo, Nihon, Waseda, Meiji, Tokai and Kansai University in Osaka. In addition to them, there is a significant number of “dwarf” higher educational institutions, numbering 200-300 students in 1-2 faculties.

You can enter state universities only after completing high school. Reception is carried out in two stages. At the first stage, applicants centrally take the “General First Stage Achievement Test”, which is conducted by the National Center for University Admission. Those who successfully pass the test are allowed to take entrance exams held directly at universities. Those who receive the highest marks in tests are allowed to take exams at the most prestigious universities in the country.

It should be emphasized that private universities conduct entrance exams independently. The best private universities have primary, junior and senior secondary schools and even kindergartens in their structure. And if an applicant has successfully completed the entire path from kindergarten to high school in the system of a given university, he is enrolled without exams.

A characteristic feature of the organization of the educational process at Japanese universities is a clear division into general scientific and special disciplines. For the first two years, all students receive general education training, studying general scientific disciplines - history, philosophy, literature, social science, foreign languages, as well as taking special courses in their future specialty. During the first two-year period, students have the opportunity to delve deeper into the essence of their chosen specialty, and teachers are able to make sure that the student has made the right choice and determine his scientific potential. Theoretically, at the end of the general scientific cycle, a student can change specialization and even faculty. In reality, however, such cases are extremely rare and occur only within one faculty, and the initiator is the administration, not the student. In the last two years, students study their chosen specialty.

Durations of study at all universities are standardized. The basic course of higher education is 4 years in all main areas of study and specialties. Doctors, dentists and veterinarians study two years longer. Upon completion of the basic course, a bachelor's degree is awarded - Gakushi. Formally, a student has the right to enroll in a university for 8 years, that is, the expulsion of negligent students is practically excluded.

University graduates who have demonstrated research ability can continue their studies for a master's degree (Shushi). It lasts two years. The Doctor of Philosophy (Hakushi) degree requires three years of study for those with a master's degree, and at least 5 years for bachelors.

In addition to undergraduates, graduate students, and doctoral students, Japanese universities have adjuncts, transfer students, research students, and collegiate researchers. Volunteers are enrolled in a basic course or graduate school to study one or a number of courses. Transfer students from Japanese or foreign universities are enrolled to attend one or more lectures or to receive graduate or doctoral supervision (based on previously earned credits). Research students (Kenkyu-sei) enter graduate school for a year or more to study a scientific topic under the supervision of a professor at the university, but are not awarded academic degrees. Finally, collegiate researchers are teachers, teachers, researchers and other specialists who have expressed a desire to conduct research under the supervision of a professor at a given university.

Advanced training system

Graduates of higher educational institutions continue their studies in the corporations that hired them. The “lifetime employment” system provides that a person works in one company for up to 55-60 years. When selecting applicants, the rating of the university that graduated them is taken into account, as well as the results shown in testing, which includes questions to determine the degree of general training and culture, assimilation of humanitarian and technical knowledge. The best applicants undergo an interview, during which their personal qualities are assessed (communication skills, willingness to compromise, ambition, commitment, ability to enter into a system of already built relationships, etc.).

Recruitment is carried out once a year, in April. Immediately after this, new employees undergo a mandatory short training course lasting 1-4 weeks. Within its framework, they get acquainted with the company, its production profile, organizational structure, development history, traditions, and concept.

After the introductory course, they begin a period of apprenticeship, which varies in duration from two months to a year. The learning process consists mainly of workshops held in various departments of the company, lecture courses and seminars on the system of organizing production, labor, sales, and on the specifics of the work activities of future managers. The ratio of practical and theoretical classes is almost always in favor of the former (from 6:4 to 9:1).

Japanese companies have adopted a constant rotation of personnel. After the employee has become sufficiently familiar with one specialty, he is transferred to another workplace, where the process of practical training begins again. Periodically changing jobs during an employee’s career (usually 3-4 times) is considered the best way to improve staff skills. Thanks to rotation, “generalist managers” are formed who are well aware of the specifics of the activities of many divisions of the company.

In addition, managers undergo additional academic training. They are taught courses on production management, its maintenance, product sales, financial activities, personnel management and international trade.

Summary.

Based on the above, we can conclude that education in Japan is a cult. And much attention is paid to educational aspects in the Japanese education system. And, in my opinion, this is very good, since any person in this country can be confident in their future, as well as in the future of their children. Although in Japan, as well as in Russia, there is a shortage of places in kindergartens. Just like in Russia, Japanese kindergartens have a heavy teaching load. But in Japan, every educational institution employs a whole team of medical workers: a doctor, a nurse, a dentist, a pharmacist, a health supervisor. They all monitor the health of little Japanese, which would not hurt our educational institutions, because... Only 30 percent of healthy children graduate from high school.

I also liked the system of interconnection between all educational institutions, from kindergarten to university. Thus, a child from an early age goes towards his goal and he has all the guarantees that he will definitely study at a university.

Another important aspect of education in Japan is thatFor every Japanese, “kokoro” means the idea of education, which is not limited to knowledge and skills, but contributes to the formation of a person’s character, which is important for later life.

A university diploma in Japan is a guarantee of obtaining a prestigious and well-paid job, and this, in turn, is a guarantee of career growth and material well-being, which cannot be said about education in Russia.

But what I like most about this country's system is that Japan is the only developed country in the world where teacher salaries are higher than those of local government officials.

In general, comparing the Japanese and Russian education systems, we can say that they are very similar and have a lot in common, but the Japanese system is the most thought out and taken to its logical conclusion.

Bibliography

1. V.A.Zebzeeva Preschool education abroad: history and modernity. – M.: Sphere shopping center, 2007

2. Paramonova L.A., Protasova E.Yu. Preschool and primary education abroad. History and modernity. M., 2001.

3. Sorokova M.G. Modern preschool education. USA, Germany, Japan. Current problems and development paths. M., 1998. P. 47.

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Ministry of Education and Science of the Republic of Kazakhstan

Eurasian National University named after L. N. Gumilyov

Faculty of International Relations

Department of International Relations

ABSTRACT

on the topic of:Japanese higher education system

Performed:

Gaisina K.WITH.

Astana

Introduction

1. Japanese higher education system

1.1 history of the development of higher education in Japan

1.2 modern higher education system

2. Studying foreign students in Japan

2.1 Higher education for foreign students in Japan

2.2 Employment opportunities

Conclusion

List of used literature

INTRODUCTION

Known for miniature things, speed and advanced technology, Japan is one of the most developed countries in the world. Unsurprisingly, at the heart of all this innovation is an excellent higher education system. According to the world university rankings, three Japanese universities are in the top 50: the University of Tokyo - 25th place, Kyoto University - 32nd and Osaka University - 45th place .

Understanding the processes taking place in modern Japan from the position of immersion in the sociocultural context of its own and world history, we come to two complexly intertwined realities. On the one hand, the Japanese are famous for their ability to borrow the achievements of others. Original developments, new forms of organizing production and educational activities, created in other countries, often find wide application in Japan much earlier than in their homeland. But on the other hand, borrowed external forms are filled with their own national content, which allows one to achieve phenomenal results. In my opinion, it is quite interesting and informative to trace how such schemes operate using the example of the Japanese educational system (as one of the main components of the economic prosperity of this country); trace the relationship between public policy and education; determine the core of the educational system.

1. JAPANESE HIGHER EDUCATION SYSTEM

1.1 HISTORY OF HIGHER EDUCATION IN JAPAN

Japan's higher education system dates back to the Meiji Restoration. Before this period, spontaneously emerging higher schools functioned in some large cities, where the children of the Japanese aristocracy and military studied the works of Chinese classics, law and martial arts. There were also higher medical schools. Most of these schools, having received the status of colleges, later became part of universities.

The first public university on the Japanese islands was established in 1877 in Tokyo. It included humanities and medical schools as colleges. Advisor on higher education D. Murray, invited from the USA, took part in the formation of the university. Apparently, for this reason, the Japanese higher education system from the very beginning bore a certain touch of Americanism. By the end of the 19th century, as is known, the ideas of pragmatism were actively introduced into American pedagogical science and school activities. These ideas were carried over to Japan.

At the University of Tokyo, following the example of the United States, four faculties were created: natural sciences, law, literature and medicine. Each faculty was divided into sections. Thus, the Faculty of Natural Sciences included chemical, physico-mathematical, biological, engineering and geological-mineralogical sections. The Literary Faculty consisted of two sections: a section of history, philosophy and politics and a section of Chinese and Japanese literary monuments. The Faculty of Medicine also had two sections: medical and pharmacological. The Faculty of Law had a section on jurisprudence. Studying at the university lasted eight years (four years at the preparatory school and four years at the faculty). In 1882, the University of Tokyo had 1,862 students. The university had 116 teachers.

The number of colleges in the country also increased. By 1880, the country had two public, 32 municipal, and 40 private colleges.

In 1895, the university in Kyoto began operating. In 1907, the university in Sendai announced its activities, and in 1910, the university in Fukuoka. In 1918, the state university on the island admitted its first students. Hokkaido (in Sapporo). In total, in the first quarter of the 20th century. There were five universities in Japan. To prepare applicants, preparatory higher schools with a duration of study of 3-4 years were created on the basis of secondary schools. By 1918, there were only eight such schools in Japan. Naturally, only representatives of the wealthy strata of the population could get into them. But the economy persistently demanded more and more large contingents of highly qualified specialists, which inexorably expanded both the network of universities and the network of preparatory higher schools. study expenses student japan

In 1918, regulations on higher education in the country were published. The goals and objectives of university training are determined: to study the theory and applied aspects of science, to conduct scientific research, as well as to develop the personality of students and instill in them the spirit of patriotism. Eight faculties are being introduced at universities: law, medicine, engineering, literature, natural science, agriculture, economics, and trade. For the first time, research sections are being created, as well as courses for training specialists with academic degrees for a period of three years (for a medical profile - four years). There were 9,040 students at the five public universities at the time.

The reorganization of university training caused the growth of specialized colleges. In 1918, there were already 96 colleges operating in Japan, with 49,348 students studying. By 1930 there were 162 colleges with 90,043 students. In 1945, i.e., by the time of Japan's defeat in World War II, there were 48 universities (98,825 students) and 309 colleges (212,950 students), 79 pedagogical institutes (15,394 students) operating in the country.

In 1949, higher education institutions in Japan were required to adhere to uniform systems for training specialists. According to the law adopted at that time, many special schools were transferred to the category of universities or colleges. Along with this, dozens of private universities, colleges and junior colleges, as well as a number of higher educational institutions for women, have appeared in the country. The total number of universities and colleges (public and private) has exceeded several hundred. All of these institutions were subject to government supervision of the content and methods of instruction. The Japanese government, in an effort to bring the country into the ranks of the world's leading powers, placed a large bet on higher education. The economic situation also prompted him to take this step.

Scientific and technological progress has sharply increased the need for highly qualified personnel, which created an urgent need to expand the network of universities, primarily, of course, universities. But since the organization of universities was fraught with significant difficulties, the government initially took the path of an accelerated increase in the number of colleges. In full accordance with the data, it is three times higher. But since the fierce competition extremely limits access to public universities, most young people (four out of five students) have to use the services of private universities, of which there were 296 in 1975 (out of a total of 405). Applicants to private universities, as a rule, pay entrance fees, and when they become students, they pay for lectures, use of educational equipment, etc. The largest fees are set at medical institutions, where the first academic year costs a student 7.1 million yen. This amount is more than twice the annual income of the average Japanese worker. Hence - savings, material sacrifices, debts, etc.

It is worth paying attention to the fact that the idea of a higher education institution in Japan is somewhat different from ours. There, institutions include universities, four-year colleges, six-year medical colleges, two-year junior colleges, and five-year technical colleges. But, as we have seen, the Japanese themselves consider only university education to be truly superior.

The review of the formation and development of higher education in Japan shows that its system is dominated by the principle of the primacy of general education training for students. This principle will determine its character in the foreseeable future.

General education has the highest value of all types of education in Japan. By receiving an education, the Japanese believe, a person prepares himself not for any specific narrow field of activity, but for life. And since life today is especially dynamic and changeable, the Japanese are convinced that only with a broad outlook can a person successfully navigate all its nuances.

General education, say Japanese researchers, promotes the development of creative abilities, so necessary for the brain trusts of companies. For Japan to maintain high growth rates, a group of Japanese experts pointed out in 1966, the country must create a system of technical education that provides for the cultivation of creative abilities instead of the cultivation of the ability to perceive or copy the technical achievements of other countries. If you look at the programs of specialized colleges and universities, you will see that students spend half of their study time on general education courses. In technical colleges, out of five years of study, three years are spent on general education training. In the first two years at universities, students storm the foundations of various branches of science, mastering knowledge on a fairly wide range of general scientific problems. This orientation of students is not a whim of universities.

As Japanese sociologist Atsumi Koya pointed out, industrial companies prefer to hire university graduates with a general, comprehensive rather than a specialized education. Of course, it is important for the company what the employee can do, but perhaps even more important is his ability to further learn, the ability to adapt to the needs of the company. Typically, Japanese companies do not hire university graduates with clearly defined responsibilities. What is required of graduates is not immediate suitability, but suitability that will not be affected by future changes in the nature of work. Such requirements from the company were indicated by 80-90% of graduates of the University of Tokyo and Waseda University, versus approximately 50% of graduates of Harvard and Munich universities in the USA and Germany.

Among Japanese specialists in the training of technical personnel, the opinion has long been rooted that a graduate of a technical university should not only be a “narrow technician”; he must have deep knowledge in the field of natural sciences and humanities. In order for technical education to be at a modern level, Japanese professor Minoru Tanaka spoke at a Moscow symposium on higher education, a student must study not only new branches of science, but also the classical foundations of knowledge. Minoru Tanaka proposed a special program, which includes the history of science and technology, certain areas of natural science, philosophy, logic, cultural theory and anthropology, political economy, sociology of science and technology, labor science (psychology, medicine, ergonomics). A student, according to Minoru Tanaka, should have information on all these areas. For in-depth study, he believes, a student at a technical university should choose 1-2 directions.

1.2 MODERN HIGHER EDUCATION SYSTEM

Japan's higher education system is paradoxical. On the one hand, despite all the transformations of recent decades, it still remains one of the most conservative and original in the world, resisting modernization in every possible way. Until the middle of the last century, this system worked to reproduce the “Nihonji/Gaiji” (“Japanese/foreign”) opposition rooted in Japanese culture, and the policy of “open borders” in education is alien to it. On the other hand, it was through educational reforms that the renewal of Japanese society has always occurred: from the first modernization at the end of the 19th century, which laid the foundations of Japanese higher education, to the latest reforms directed against the traditional isolation and total dependence of educational institutions.

A modern Japanese university of the first category usually consists of ten faculties (general education, law, engineering, natural science, agriculture, literature, economics, pedagogy, pharmacology, medicine). The very structure of the university contributes to the promotion of general education to the forefront. The general education part of training dominates in all faculties. The education reform in Japan, aimed at further improving all parts of the system, also affected higher education, but did not change views on the role of the overall development of students. Measures taken in the field of higher education to deepen specialization do not infringe on the general educational training of students. Nevertheless, one often gets the impression that specialization seems to bury the deep-rooted principle of the primacy of general education. In this case, they usually refer to the example of Tokyo Normal University, which was transferred in 1969 to Mount Tsukuba, which is 60 km northwest of Tokyo. However, these links are unfounded.

The operating experience of this university shows that the reform concerns mainly the issues of organizing and managing the process of training students as a whole. The university has abolished the usual system of faculties and departments. Instead, educational sections ("gakugun") and research sections ("gakukei") were introduced. Students are distributed into academic sections related to certain areas of science and technology. The sections provide training in both applied and fundamental fields of knowledge. Specialization here appears more prominently, but the primacy of general education remains unshakable.

When analyzing this problem, it should be borne in mind that the development of general education and higher schools has always and everywhere been considered from two opposing points of view. Supporters of one of them give the palm to general education, and the second to special education. The history of pedagogy gives us a lot of interesting and instructive things in this regard. Quite often, a real struggle broke out between the supporters of these points of view. In Russia, for example, such a struggle intensified in the 19th century. At that time, supporters of the so-called “formal” and “material” education competed. The first believed that true education is the development of memory, attention, thinking, speech, cultivation of erudition, etc. Only comprehensive training of a person, they argued, can prepare him for the future. The latter emphasized practicality and specialization. The famous Russian teacher of that time, K. D. Ushinsky, convincingly criticized both of these directions, showing their one-sidedness. The development of pedagogy and school (general education and higher education) is constantly accompanied by an emphasis on one or another point of view. As history shows, supporters of general education ultimately win.

Japan is no exception. Usually here too, supporters of the primacy of general education achieve superiority. The best, most prestigious Japanese universities differ from ordinary, ordinary ones precisely in that they provide their graduates with extensive general education training. The oldest universities, Tokyo and Kyoto, are especially famous for this. It is the graduates of these universities who form the intellectual elite of the Japanese economy.

An analysis of the development and current state of Japanese higher education shows that higher education in Japan is one of the main levers of government policy. In the era of scientific and technological progress, higher education serves as a powerful incentive for labor activity of all segments of the country's population. The training of highly qualified specialists is carried out on the basis of a number of principles, among which in the first place is the principle of the primacy of general education. This principle gives Japanese industrialists the opportunity to provide themselves with personnel who are able to confidently solve current production problems, quickly adapt to new technology and actively search for methods to increase economic efficiency. Whatever reforms are undertaken in the field of higher education, general education training of students in Japan will remain dominant in all areas and at all levels of study.

There are about 600 universities in Japan, including 425 private ones. The total number of students exceeds 2.5 million people.

The most prestigious public universities are Tokyo University (founded in 1877, has 11 faculties), Kyoto University (founded in 1897, 10 faculties) and Osaka University (founded in 1931, 10 faculties). They are followed in the ranking by the universities of Hokkaido and Tohoku. The most famous private universities are Chuo, Nihon, Waseda, Meiji, Tokai and Kansai University in Osaka. In addition to them, there is a significant number of “dwarf” higher educational institutions, numbering 200-300 students in 1-2 faculties.

You can enter state universities only after graduating from high school. Reception is carried out in two stages. At the first stage, applicants centrally take the “General First Stage Achievement Test”, which is conducted by the National Center for University Admission. Those who successfully pass the test are allowed to take entrance exams held directly at universities. Those who receive the highest marks in tests are allowed to take exams at the most prestigious universities in the country.

A characteristic feature of the organization of the educational process at Japanese universities is a clear division into general scientific and special disciplines. For the first two years, all students receive general education training, studying general scientific disciplines - history, philosophy, literature, social science, foreign languages, as well as taking special courses in their future specialty. During the first two-year period, students have the opportunity to delve deeper into the essence of their chosen specialty, and teachers are able to make sure that the student has made the right choice and determine his scientific potential. Theoretically, at the end of the general scientific cycle, a student can change his specialization, and even his faculty. In reality, however, such cases are extremely rare and occur only within one faculty, and the initiator is the administration, not the student. In the last two years, students study their chosen specialty.

With rare exceptions, transfer from one university to another is not practiced. But some universities admit foreign students to the second or third year, and special exams are held on the transfer of foreigners (transfer examination).

Most universities organize the educational process on a semester system. Universities have adopted a system of credit units, which evaluate the volume of the course studied, based on the number of hours spent weekly during the semester working in the classroom or laboratory. The number of credits required to obtain a bachelor's degree ranges from 124 to 150.

The master's degree program provides for in-depth scientific and professional specialization. After two years of study in a program worth 30 credits, passing final exams and defending a thesis (dissertation), the graduate is awarded a master's degree. Three-year doctoral programs include a 50-credit course of study, a final examination, and a thesis based on individual research.

In addition to undergraduates, graduate students, and doctoral students, Japanese universities have adjuncts, transfer students, research students, and collegiate researchers. Volunteers are enrolled in a basic course or graduate school to study one or a number of courses. Transfer students from Japanese or foreign universities are enrolled to attend one or more lectures or to receive graduate or doctoral supervision (counting previously earned credits). Research students (Kenkyu-sei) enter graduate school for a year or more to study a scientific topic under the supervision of a professor at the university, but are not awarded academic degrees. Finally, collegiate researchers are teachers, teachers, researchers and other specialists who have expressed a desire to conduct research under the supervision of a professor at a given university.

2. TRAINING FOR FOREIGN STUDENTS IN JAPAN

2.1 HIGHER EDUCATION FOR FOREIGN STUDENTS IN JAPAN

Japan, due to the closed nature of its society and the complexity of its language, has never been among the world leaders in attracting foreign students. However, the policy of internationalization of higher education, which has been carried out in Japan since 1983, is bearing fruit.

Basically, Japanese universities attract young people from neighboring Asian countries. Among foreign students, the leaders are citizens of China, Taiwan and Korea. However, people from developed Western countries also come to join the great Japanese culture and comprehend the nuances of the national management system. For example, the number of American students is estimated at about a thousand.

Teachers, researchers and specialists from foreign countries are involved. For example, more than 10 years ago, a law was passed allowing foreign specialists to occupy full-time positions in Japanese higher education institutions.

To help those foreign applicants who do not know Japanese well, a one-year language course has been organized at the Osaka International Student Institute. There are consultations for foreign students. Since 1987, the JET (Japan Exchange Teaching Program) teacher exchange program has been operating, under which about a thousand English teachers come to Japan every year.

Admission of foreign students is carried out on the same basis as the admission of Japanese applicants. The applicant must present a document stating that he has studied for 12 years in his country. This means that he must finish school (11 years old), then study at a college, institute or preparatory course, including the Japanese Language School at the International Students Institute or Kansai International Students Institute. The applicant must be at least 18 years of age. Those who have passed exams under the International Baccalaureate, Abitur, etc. programs are also allowed to study.

Foreign students are required to pass a general education exam. For example, its version for humanists includes tests in mathematics, world history, and English. The option for natural science majors contains questions in mathematics, physics, chemistry, biology and English.

However, the most important thing is the Japanese language test, which is conducted by the Association of International Education in 31 countries around the world. It includes three blocks: testing knowledge of hieroglyphs and vocabulary; listening comprehension, reading and testing knowledge in the field of grammar. This exam is conducted at four levels of difficulty. The first level involves studying Japanese for 900 hours and knowing 2000 characters; the second - 600 hours and 1000 hieroglyphs, the third - 300 hours and 300 hieroglyphs, the fourth - 150 hours and 100 hieroglyphs.

An official document of successfully passing the first level exam is sufficient grounds for admission to any university in Japan (even a master's degree). For some universities, it is enough to pass the second level exam. Having a document confirming that you have passed the third level exam allows you to apply for a job in Japanese companies.

Tuition fees at Japanese universities for foreign students range from 380 thousand yen per year and higher in public universities, to 900 thousand yen in private universities ($1 equals 122 yen). The most expensive courses are in the following specialties: economics, medicine, philology, pedagogy. Living expenses are approximately 9-12 thousand yen per year, depending on the city in which the university is located. 80% of foreigners study in Japan at their own expense. The rest are paid various types of scholarships. They can apply for a government scholarship (Japanese Government Scholarship), a scholarship from the Japan International Education Association, scholarships under the International Understanding Program, scholarships from the Ministry of Education under internship programs, etc.

You can also receive scholarships from private foundations - for example, the Takaku Foundation, which was founded by the manufacturer Takaku Taiken in the late 80s. Scholarships for foreign students amount to about 30-40 thousand yen per month. Graduate students can count on 90-100 thousand yen per month.

In recent years, the Ministry of Higher Education of Japan, Mombusho, has begun to pay special attention to short-term forms of special education for foreign students.

The stipulated periods of stay in the country can range from 1 semester to 1 year. About 20 private universities in Japan currently provide such education.

However, their number is growing rapidly, including due to the connection of state universities. At the same time, the state and private foundations provide scholarships and other types of financial assistance under the conditions provided for full-cycle students.

Short-term education options in Japan are focused on areas of knowledge such as the Japanese language, Japanese culture, economics, and social studies.

Since the training program in these areas provides a limited time period (up to 1 year), it is conducted in English in the chains of obtaining maximum knowledge in a minimum time. If they have a good knowledge of the Japanese language, short-term students can attend lectures given to Japanese students of a given university.

The guarantor for inviting short-term students is a university that has an agreement on admitting foreign students. However, in some cases, university teachers as private individuals can act as guarantors. A short-term student traveling to Japan for an internship may not interrupt his studies at universities in his country.

2.2 EMPLOYMENT OPPORTUNITIES

It is quite common for foreign students to undergo practical training at Japanese companies. A student who wishes to undergo such an internship notifies the university administration in advance of his desire. At the same time, the student must also take care in advance of changing his status of stay in Japan, namely: change his student visa to a “trainee” visa at the immigration service.

The basis for filing an application to change the visa status of a foreign student is 3 conditions: firstly, the student must explain to the immigration department that his education requires additional practical training after receiving a certain theoretical basis; secondly, the student must explain that upon returning to his homeland he will have a workplace in which he will apply the practical knowledge acquired in Japan; thirdly, to convince the immigration authorities that the practical skills that the student expects to acquire during practical training in Japan cannot be acquired in his home country.

The period of industrial practice at companies or enterprises in Japan can last up to 2 years, but during this time the student cannot count on receiving wages from the company where he is interning. At the same time, a student undergoing practical training cannot additionally work in any other companies or institutions. In addition, a student who has completed an internship at a Japanese enterprise does not have the right to count on subsequent employment at this enterprise, however, he can apply for a job in other companies or enterprises.

Of particular interest to many foreign students in Japan, of course, is the question of finding work in Japanese firms, enterprises or institutions. According to statistics, about 94% of foreign students who received education at universities in the country and applied for subsequent employment receive a positive response. Immigration services, changing the status of stay in Japan of a foreign student to a temporary resident, in this case take into account such factors as academic success, the nature of future work, the level of salary that a graduate of a Japanese university is applying for, as well as the financial situation of the employer company.

CONCLUSION

An important aspect of education in Japan is that for every Japanese “kokoro” means the idea of education, which is not limited to knowledge and skills, but contributes to the formation of a person’s character, which is important for later life.

A university diploma in Japan is a guarantee of obtaining a prestigious and well-paid job, and this, in turn, is the key to career growth and material well-being

But what I like most about this country's system is that Japan is the only developed country in the world where teacher salaries are higher than the salaries of local government officials

Despite the fact that Japan's education system is relatively young, it is safe to say that it is one of the best not only in the Pacific region, but throughout the world. The Japanese, having synthesized all the latest achievements of pedagogical science with the peculiarities of the structure of Japanese society, were able to provide their country with not only impressive economic growth rates, but also a fairly high standard of living. They, like no one else, understand that an effective education system in a country with a high level of automation is not only mandatory, it is vital. Therefore, we can confidently say that the lion’s share of the economic and social development of this country is a consequence of a well-structured education system.

LIST OF REFERENCES USED

1. Volgin N. Japanese experience that is worth studying and wisely borrowing. Man and Labor 1997, No. 6.

2. Grishin M.L. Modern trends in the development of education in Asia. - M.: Eksmo, 2005.

3. Foreign experience of reforms in education (Europe, USA, China, Japan, Australia, CIS countries): Analytical review // Official documents in education. - 2002. - N 2. - P. 38-50.

4. Magazine "Study Abroad" - No. 10 2000

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Schooling in Japan

Universities in Japan

Japanese universities also have their own hierarchy.

Several private Japanese universities occupy the highest level of prestige and popularity.

There are few of them, and among them are, for example, the following universities like Nihon, Waseda or Hokkaido Tokai University.

Graduates of these universities constitute the elite economy and politics of the country.

It is almost impossible to enter these universities without serious preparation and special recommendations.

A diploma from any of these universities provides a complete guarantee of successful employment, regardless of grades and sometimes even specialty.

A step below are several public universities that occupy the highest positions in Japanese university rankings. These include, for example, State Yokohama University or Tokyo Institute of Technology. The tuition fees at these universities are lower, but the competition is very high.

The tuition fee here is low and the competition is quite moderate.

The most “non-prestigious” are considered small private universities.

They are distinguished by high tuition fees and a diploma that is not highly valued when hiring.

The Japanese education system is one of the most well-structured and effective in Asia and throughout the world, and it is this system that ensures a high standard of living and economic growth in the country.