Japanese people have several important beliefs about education (especially compulsory education). They believe that all students have the ability to learn knowledge, and students' efforts, perseverance, self-discipline and non-academic ability determine their academic achievements. These learning and behavior habits can be learned through lectures and training. Therefore, primary and junior high school students did not teach students in accordance with their aptitude, nor did they adapt to the differences between students.
The nationwide study scope enables students to obtain a balanced basic education. Compulsory education gives students equal learning opportunities, and the financial allocation of each school is relatively the same. However, this system is considered to lack flexibility and understanding of students' special needs and interests. Japan's education was reformed in 1980s, and the new system emphasized flexibility, creativity and opportunities for self-expression, but only made little progress. Critical thinking is not the most important concept in Japanese education system. Students are generally required to recite the contents of the exam, so the reasons why students get high marks do not reflect their true level.
Because students only take a certain degree of courses, students with talents and learning disabilities are ignored. Suppose: a native English speaker is automatically assigned to an English class that suits his/her level. A third-year student, who doesn't understand the mathematics of the first year of junior high school, should also learn mathematics below his ability. The school will not provide counseling and elite classes to cater to individual needs. In extreme cases, students with developmental problems are placed in ordinary classes, but teachers lack training for these students.
The reason for this problem is that parents dare not admit that their children have special needs. In the United States, there are specialized technical schools in most areas to serve some seriously disabled students. In this case, each student will be helped by a teacher or a nurse. While these schools provide better services for these students, adult services are facing the crisis of financial difficulties.
Although the sons of non-Japanese parents (such as migrant workers) can enjoy exemption from compulsory education, they can go to school. The responsibility of educating these students is usually borne by public schools, which cannot provide the language needs of these students. Moreover, because education can't adapt to students of different grades, the sons of these migrant workers have language problems, and it is difficult to get better grades in Japanese schools. Some students who speak Japanese fluently are also discriminated against. In English recitation and exchange programs, non-Japanese students cannot participate in these activities.
In compulsory education, textbooks are free. Every three years, the Committee and the headmaster need to select new teaching materials (including books published and approved by the Ministry) from the book list of the Ministry of Education, Culture, Sports, Science and Technology of Japan. The Ministry of Education, Culture, Sports, Science and Technology is responsible for distributing these textbooks to public and private schools. Textbooks are small and easy to carry, and also become the property of students.
Most schools have a system to contact health experts. Educational and sports equipment is the most advanced. Almost all primary schools have outdoor playgrounds, about 90% schools have gyms, and 75% schools have outdoor swimming pools. But most classrooms have no computers and projectors. Technology is rarely used in teaching and students' practice. As a resource tool, the Internet will not be used by teachers and students.