Funding Issues on Japanese Schooling

In addition, the national organisation also provides subsidies to private pedagogy institutions.

Funding decisions in lacquer be highly centralized under the general superintendence of the Ministry of Education, which oversees the administration of education at the national, prefectural, and municipal levels. The Ministry of Education relies on 13 standing advisory councils, with the most powerful world the Central Council for Education. The Ministry of Education is responsible for the entire official remains of education including establishing curricula, operating(a) national education institutions, and regulating the government activity of private trains: "As a result of the japanese lading to education the highly centralised system has made demands upon students which would be thought un involveable in many otherwise substantial countries" (Stephens, 1991, p. 124). The Japanese education system is characterized by long school days and school years, with minimal school holidays.

At the prefectural level, each prefecture has a 5-member board of education. These boards are responsible for operating schools, licensing teachers, paying teacher salaries, and providing financial assistance to municipalities. Prefectures primarily restrain authority over upper secondary schools: "Most of the habitual high schools are funded and run by local governments (municipalities and prefectures

Education funding in Japan is controlled by the laws of affix and demand. The most prestigious universities are habitual institutions funded by the national government. Excess demand exists because of the large supply of students desiring entry into these universities. Entrance is based on examination results alone, approximately no consideration is given to grades, teacher recommendations, or other evidence of academic achievement. Historically, the major corporations and bureaucracies in Japan call graduates from a handful of select universities, exerting further pressure on students to apply to these schools. Because only a limited number of students will qualify for the national universities, a system of private schools has emerged to service of process the excess demand.

The compulsory school system is incapable of preparing students for strict entrance examinations for post-secondary schools, so jukus fulfill this need. Parents, cognizant that their children cannot hope to transcend their college entrance examinations without the aid of jukus, are all too voluntary to pay the often exorbitant expense, and enroll their young children at as early an age as possible.

The Japanese Ministry of wellness and Welfare operates a system of day care centers. These centers accept children under the age of six. Fees are based on the readiness of parents to pay.

Despite the existence of strong public and private initiatives, Japan's education system has been the subject of new-fashioned iron outs. As Beauchamp and Rubinger (1989) note, "the Japanese are consumed with doubts and apparently bent on the most significant tidy up of their educational system since the Occupation period" (pp. 257-258). The push for reform has been spearheaded by the Japanese business community. In the wake of the recent Asian financial crisis, business leaders have verbalized the need for college graduates who are knowledgeable about modern finance, planetary affairs, and information technology: "employers wan
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