Countries have through time developed education systems that suit their population in policy and composition. The components may be similar or different depending on the needs of the people influenced by their culture, politics, the economy and social needs. For instance in Japan, education has been integrated into the culture of the people in many aspects. Thus, the school calendar coincides with the significant cultural and economic events of the country. It starts in April when the rest of the nation celebrates a new beginning. Similarly, in Spain, the school is tasked with the responsibility of socializing infants from the ages of 0-3 years into the culture and mannerism of the Spanish. Thus, the writing begins at the age of 4 years after thorough socialization. This paper aims at comparing and contrasting the education systems of Spain and Japan.
The education system in Japan is influenced by the western education systems such as the US and Germany. It is funded by the government as well as privately. On the other hand, education in Spain is funded by government and privately. However, even private institutions are also funded by the government, therefore, making a thin line between public and private funding. Thus, education in Spain is mainly funded by the government. However, parents in both contribute by buying a uniform, books and other school stationery needed by the learners.
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In Japan and Spain, education is divided into categories depending on age with basic education being universal. The first category is that of primary education where children between the age of zero and sixteen attend school compulsorily. Similarly, a high percentage of learners attend public schools in primary school. Once a learner completes primary school, they can join a high school which is also compulsory. At the end of four years in high school, learners in Spain can join university or vocational training where they can learn practical courses (Moliner, et al., 2011). However, to be able to join the university, one has to attain particular criteria in their secondary education. Additionally, in Japan learners can opt to join junior college instead of the university.
Both Spain and Japan have vocational education for learners who have completed the primary and secondary first cycle levels. In Japan, there are special schools for learners with disabilities such as blindness. This is also provided for in the Spain Organic Laws on education. After primary school, learners join secondary schools which are compulsory for the first two years just like in Spain.
The cost of education in Spain is relatively cheaper than Japan. Although education is free in Japan, most of the stages are funded by the parents unlike in Spain where the basic education is funded by the government (Grundtvig, (2004). Parents begin to pay for education at the tertiary level where most parents have adequately prepared for this level. Additionally, parents incur an extra cost by taking their children to cram schools after their daily classes to boost their understanding of what is taught in class in Japan. Thus, there is a common notion that quality education is expensive.
Despite having different service providers ranging from private to public institutions, education in both are regulated by the law. Therefore all learners in the country receive similar education with the same choice for learners (Tadakazu, et. al, 2015). Those that want to join various categories do so at the time specified by the government. Similarly, the two education systems embrace research hence has kept changing elements over time. Whenever a policy or compulsory practice is found to infringe on the learner’s future educational and social development, it is changed and replaced with the best practices.
References
Bertha Gunnarsdóttir 2016 Japan’s Educational System. A Few Main Points and Recent Changes in the Educational System.
https://skemman.is/bitstream/1946/24408/1/2016.09.05%20final2.pdf
Grundtvig, (2004). Education in Spain. In-service teacher training center in Tomelloso http://alerce.pntic.mec.es/lmil0005/Education%20In%20Spain.pdf
Moliner, O., Sales, A., Ferrández, R., & Traver, J. (2011). Inclusive cultures, policies, and practices in Spanish compulsory secondary education schools: Teachers’ perceptions in ordinary and specific teaching contexts. International Journal of Inclusive Education, 15(5), 557-572.
Tadakazu M., Beatriz P., Diana T. F, Judith P & Sylvain F (2015). Education Policy Outlook. Japan. OECD. https://www.oecd.org/edu/Japan-country-profile.pdf
