1. What caused Examination Hell?
- Educational Perspective: MEXT is the only one who plans and decides everything including policy, curriculum, programs and funds (Fujimori, 1999; MEXT).
- Society Perspective: Japan is an “education credentialism” society, which success and access to a top-ranked university is a one-time opportunity and life-time success determined by entrance exam.
- Economic Perspective: The major business companies tend to employ those are from famous universities; thus, the university that a student attends is most often the sole criterion that employers consider in their decision to hire a potential candidate (Asianinfo, 2000; Bossy, 2000).
Subsequently, the university entrance exam is a determinant of future success, status, and welfare of Japanese youngsters.
2. A Curse
This provokes pressure for students.
- Pressure from the Society: Not all students pass the university entrance exam; 5 students competed for every one opening in national universities, 9.7 students competed for every one opening in public universities, and 10.6 students competed for every one opening in private universities (JMOE, 1994).
- Pressure from Parents: Achievement of children is one foremost priority of the family goals. Investment in their children's' education is a very high priority for Japanese parents. Educational expenses such as juku, private tutors, and related materials account for 15.8 percent of consumer spending by Japanese households, more than 5 times that spent in the United States (Japan Times, September 18, 1994, p. 3). In return, studying hard and obtaining higher grades is a must. Academic success rewards families with fame, high social status, economic security and honor, while failure means low family status, economic hardship, and family shame.
- Pressure from Teachers: Teachers, getting trust, praise and priority from parents, discharge an enormous influence on students; and some even go too far. Teachers closely scrutinize whatever students do; students are under the thumb of teachers who do whatever it takes, including physical and sexual abuse. Some students fear teachers.
- Pressure from Peers: Students who are outstanding are not looked up to; in return, they would become strangers. It is difficult for students to restrict their own performance. Moreover, many other students will do whatever that guarantees their success to university; some, hoping that it will disturb other from studying, physically intimidate the brighter ones.
As a result, a side effect of all this competition is severe stress that comes out by bullying, violence and "allergies to school". The bullying and violence are the causes of suicide and murder in the junior and high schools across Japan (Asianinfo, 2000; Mori, 2002).
Free time is lost by exam preparation—even elementary school children always return home after 10 o`clock at night (Random, 1985, MEXT). Thirty nine percent of public elementary school students, 75 percent of public middle school students, and 38 percent of public high school students attend juku (MEXT, quoted in Japan Time, 28 July, 2005).
Additionally, students feel exhausted. The Japanese Ministry of Health and Welfare White Paper recently stated: Upon examining the daily schedule for elementary and middle school students, we find that the average weekday time used for school work and commuting to school is 8 hours and 15 minutes for elementary school students and 10 hours and 10 minutes for middle school students. Excluding sleep time, these figures amount to 54.0 and 62.096 of their daily schedules. In other words, more than half of their daily schedules are devoted to school work. (See more detail at MEXT statistics about Daily Study Hours of Students). A survey has shown that 27% of elementary school students and 64% of junior high school children feel fatigue in their daily lives[1].
This will prevent students from growing up with sound mind. It is against the Japanese Constitution, Chapter III: Rights and Duties of People.
Article 13: All of the people shall be respected as individuals. Their right to life, liberty, and the pursuit of happiness shall, to the extent that it does not interfere with the public welfare, be the supreme consideration in legislation and in other governmental affairs.
In short, the psychological impact of the pressures that students have to endure at home, in school and in the society is great. It is also what drives many to uncharacteristic violent behavior, and even suicide. For many, the load is too heavy. One eighteen-year-old boy wrote:
I thank you for taking care of me for a long time. I have been in a slump the past month and did not study. I don't know why, but I am not in the mood to study. It is impossible in this condition to pass the entrance examination, which is coming in about a month. I gave up hope of passing the examination. I give up. I have decided to die. (Iga, 1986, p. 39)
The status difference among top-ranked universities is enough to cause students to commit suicide. A paragraph from a suicide note written by a Kyoto university student reads:
The only significance of life is to enter Tokyo University, which is the best in Japan. When I entered Kyoto University, students and professors here looked so inferior to those in Tokyo. The fact that I entered this university worsened my nervous condition, contrary to my mother's expectations. I could not be proud of being a student here. (Iga, 1986, p. 41)
The latest NPA data confirm that suicide by elementary- and middle-school students is a serious social problem. The suicide rate for this group rose by a massive 57.6%, representing a total of 93 innocent lives lost, 34 more than in 2002. Among high-school students there was also a sharp rise of 29.3%. In total, 225 young lives were lost in this category. There was also an increase in the number of college students killing themselves. The overall suicide rate among people aged 19 or younger rose by 22%. (Curtin, 2004). (For more detail of suicide rate, see WHO statistics).
3. Reasons and Suggestions to Remedy
Reasons to Remedy
The Japanese educational system places all its eggs in one basket-the university entrance examination. (Bossy, 2000).
According to Amano (1994), the entrance examination and secondary education is not well matched because Japanese higher education was instituted at the end of the 1860s to train high-class civil servants to catch up with Western countries. (quoted in Mori, 2002).
While the exam could not assess students` abilities in analysis; synthesis; creativity; and critical thinking skill, another criticism against this exam is that too much influence from the industry which over-put evil emphasis on university ranking.
Suggestions to Remedy
Diversification of admissions criteria: modify the questions in the test, conduct interview and selecting based on recommendation from teachers.
The power to decide curricula and content should be transferred from the Ministry to private schools and local governments to enhance democratization of education so that schools and local governments can pursuit for better education on their own initiatives. This will provide a variety of educational values reducing competition among students, and lessening the centralized competition of the past (Fujimori, 1999).
"The nation's schools and workplaces need to demonstrate more willingness to educate and openly discuss issues like stress and depression, which often lead to suicide." (Asia Times)
4. Conclusion
Who is to blame? It can be seen that parents, though sacrifice much for the sake of children` education and success in life, may not perceive the harm that they expose on them. On the other hand, they may know, but they believe that there is no choice. Teachers also incite pressure for their students. However, Japanese society and culture are perhaps the most responsible for this kind of incident and pressure.
The problems have been found and are to be tackled by the Japan herself, namely MEXT, though, it takes time.
- Educational Perspective: MEXT is the only one who plans and decides everything including policy, curriculum, programs and funds (Fujimori, 1999; MEXT).
- Society Perspective: Japan is an “education credentialism” society, which success and access to a top-ranked university is a one-time opportunity and life-time success determined by entrance exam.
- Economic Perspective: The major business companies tend to employ those are from famous universities; thus, the university that a student attends is most often the sole criterion that employers consider in their decision to hire a potential candidate (Asianinfo, 2000; Bossy, 2000).
Subsequently, the university entrance exam is a determinant of future success, status, and welfare of Japanese youngsters.
2. A Curse
This provokes pressure for students.
- Pressure from the Society: Not all students pass the university entrance exam; 5 students competed for every one opening in national universities, 9.7 students competed for every one opening in public universities, and 10.6 students competed for every one opening in private universities (JMOE, 1994).
- Pressure from Parents: Achievement of children is one foremost priority of the family goals. Investment in their children's' education is a very high priority for Japanese parents. Educational expenses such as juku, private tutors, and related materials account for 15.8 percent of consumer spending by Japanese households, more than 5 times that spent in the United States (Japan Times, September 18, 1994, p. 3). In return, studying hard and obtaining higher grades is a must. Academic success rewards families with fame, high social status, economic security and honor, while failure means low family status, economic hardship, and family shame.
- Pressure from Teachers: Teachers, getting trust, praise and priority from parents, discharge an enormous influence on students; and some even go too far. Teachers closely scrutinize whatever students do; students are under the thumb of teachers who do whatever it takes, including physical and sexual abuse. Some students fear teachers.
- Pressure from Peers: Students who are outstanding are not looked up to; in return, they would become strangers. It is difficult for students to restrict their own performance. Moreover, many other students will do whatever that guarantees their success to university; some, hoping that it will disturb other from studying, physically intimidate the brighter ones.
As a result, a side effect of all this competition is severe stress that comes out by bullying, violence and "allergies to school". The bullying and violence are the causes of suicide and murder in the junior and high schools across Japan (Asianinfo, 2000; Mori, 2002).
Free time is lost by exam preparation—even elementary school children always return home after 10 o`clock at night (Random, 1985, MEXT). Thirty nine percent of public elementary school students, 75 percent of public middle school students, and 38 percent of public high school students attend juku (MEXT, quoted in Japan Time, 28 July, 2005).
Additionally, students feel exhausted. The Japanese Ministry of Health and Welfare White Paper recently stated: Upon examining the daily schedule for elementary and middle school students, we find that the average weekday time used for school work and commuting to school is 8 hours and 15 minutes for elementary school students and 10 hours and 10 minutes for middle school students. Excluding sleep time, these figures amount to 54.0 and 62.096 of their daily schedules. In other words, more than half of their daily schedules are devoted to school work. (See more detail at MEXT statistics about Daily Study Hours of Students). A survey has shown that 27% of elementary school students and 64% of junior high school children feel fatigue in their daily lives[1].
This will prevent students from growing up with sound mind. It is against the Japanese Constitution, Chapter III: Rights and Duties of People.
Article 13: All of the people shall be respected as individuals. Their right to life, liberty, and the pursuit of happiness shall, to the extent that it does not interfere with the public welfare, be the supreme consideration in legislation and in other governmental affairs.
In short, the psychological impact of the pressures that students have to endure at home, in school and in the society is great. It is also what drives many to uncharacteristic violent behavior, and even suicide. For many, the load is too heavy. One eighteen-year-old boy wrote:
I thank you for taking care of me for a long time. I have been in a slump the past month and did not study. I don't know why, but I am not in the mood to study. It is impossible in this condition to pass the entrance examination, which is coming in about a month. I gave up hope of passing the examination. I give up. I have decided to die. (Iga, 1986, p. 39)
The status difference among top-ranked universities is enough to cause students to commit suicide. A paragraph from a suicide note written by a Kyoto university student reads:
The only significance of life is to enter Tokyo University, which is the best in Japan. When I entered Kyoto University, students and professors here looked so inferior to those in Tokyo. The fact that I entered this university worsened my nervous condition, contrary to my mother's expectations. I could not be proud of being a student here. (Iga, 1986, p. 41)
The latest NPA data confirm that suicide by elementary- and middle-school students is a serious social problem. The suicide rate for this group rose by a massive 57.6%, representing a total of 93 innocent lives lost, 34 more than in 2002. Among high-school students there was also a sharp rise of 29.3%. In total, 225 young lives were lost in this category. There was also an increase in the number of college students killing themselves. The overall suicide rate among people aged 19 or younger rose by 22%. (Curtin, 2004). (For more detail of suicide rate, see WHO statistics).
3. Reasons and Suggestions to Remedy
Reasons to Remedy
The Japanese educational system places all its eggs in one basket-the university entrance examination. (Bossy, 2000).
According to Amano (1994), the entrance examination and secondary education is not well matched because Japanese higher education was instituted at the end of the 1860s to train high-class civil servants to catch up with Western countries. (quoted in Mori, 2002).
While the exam could not assess students` abilities in analysis; synthesis; creativity; and critical thinking skill, another criticism against this exam is that too much influence from the industry which over-put evil emphasis on university ranking.
Suggestions to Remedy
Diversification of admissions criteria: modify the questions in the test, conduct interview and selecting based on recommendation from teachers.
The power to decide curricula and content should be transferred from the Ministry to private schools and local governments to enhance democratization of education so that schools and local governments can pursuit for better education on their own initiatives. This will provide a variety of educational values reducing competition among students, and lessening the centralized competition of the past (Fujimori, 1999).
"The nation's schools and workplaces need to demonstrate more willingness to educate and openly discuss issues like stress and depression, which often lead to suicide." (Asia Times)
4. Conclusion
Who is to blame? It can be seen that parents, though sacrifice much for the sake of children` education and success in life, may not perceive the harm that they expose on them. On the other hand, they may know, but they believe that there is no choice. Teachers also incite pressure for their students. However, Japanese society and culture are perhaps the most responsible for this kind of incident and pressure.
The problems have been found and are to be tackled by the Japan herself, namely MEXT, though, it takes time.
References:
- Asianinfo, (2000). Japanese Education and Literacy. Asianinfo. Retrieved 11 July, 2008, from http://www.asianinfo.org/asianinfo/japan/education_literacy.htm#ISSUES%20IN%20JAPANESE%20EDUCATION
- Bossy, S. (2000, winter). Academic pressure and impact on Japanese students. McGill Journal of Education. Retrieved 12 July, 2008 from http://findarticles.com/p/articles/mi_qa3965/is_200001/ai_n8894769
- Concar, D. (1993, October 02). Examination hell: Britain wants its schools to be more like those of Japan - competitive, conservative and uniform. But Japan has its own problems. New Scientist Magazine, Issue: 1893.
- Curtin, J. S. (2004). Suicide also rises in land of rising sun. Asia Time Online. Retrieved 13 July, 2008, from http://www.atimes.com/atimes/Japan/FG28Dh01.html
- Fujimori, S. (1999). What causes examination wars in Japan? Retrieved 11 July, 2008, from http://www141.sannet.ne.jp/juken/e-index.htm
- Iga, M. (1986). The thorn in the chrysanthemum. Berkeley: University of California Press.
- Japanese Ministry of Education (JMOE) (1995). Educational issues of disciplining students and the Ministry's countermeasures. Tokyo.
- Japanese Ministry of Education (JMOE) (1994). Educational issues of disciplining students and the Ministry's countermeasures. Tokyo.
- Lee, D. (2004). What is the fate of examination hell in Japan? Retrieved 11 July, 2008, from http://uniorb.com/ATREND/JExam.html
- Ministry of Education, Culture, Sports, Science and Technology, (2006). School Education, Tokyo.
- Mori, R. (2002). Entrance examinations and remedial education in Japanese higher education. Higher Education, 43: 27-42.
- Random, S. (1985). Schooling in Japan: The paradox in the pattern. Education Week, February 20. Cited in Ogura, Y. (1987). Examination hell: Japanese education's most serious problem. The College Board Review, (144), 8-11, 26-30.
- Sato, M. (Thursday, July 28, 2005). Cram school cash in on failure of public schools. Japan Times,
- The Constitution of Japan (1946). The Constitution of Japan. Japan.
- WHO: http://www.who.int/mental_health/prevention/suicide/suicideprevent/en/
- Yoshida, R. (2001, Fall). Intense Years: How Japanese adolescents balance school, family and friends. McGill Journal of Education. Retrieved 12 July, 2008 from http://findarticles.com/p/articles/mi_qa3965/is_200110/ai_n8959360?tag=artBody;col1
[1] Life and study survey by the Nagano prefectural education committee, February 1996.
- Asianinfo, (2000). Japanese Education and Literacy. Asianinfo. Retrieved 11 July, 2008, from http://www.asianinfo.org/asianinfo/japan/education_literacy.htm#ISSUES%20IN%20JAPANESE%20EDUCATION
- Bossy, S. (2000, winter). Academic pressure and impact on Japanese students. McGill Journal of Education. Retrieved 12 July, 2008 from http://findarticles.com/p/articles/mi_qa3965/is_200001/ai_n8894769
- Concar, D. (1993, October 02). Examination hell: Britain wants its schools to be more like those of Japan - competitive, conservative and uniform. But Japan has its own problems. New Scientist Magazine, Issue: 1893.
- Curtin, J. S. (2004). Suicide also rises in land of rising sun. Asia Time Online. Retrieved 13 July, 2008, from http://www.atimes.com/atimes/Japan/FG28Dh01.html
- Fujimori, S. (1999). What causes examination wars in Japan? Retrieved 11 July, 2008, from http://www141.sannet.ne.jp/juken/e-index.htm
- Iga, M. (1986). The thorn in the chrysanthemum. Berkeley: University of California Press.
- Japanese Ministry of Education (JMOE) (1995). Educational issues of disciplining students and the Ministry's countermeasures. Tokyo.
- Japanese Ministry of Education (JMOE) (1994). Educational issues of disciplining students and the Ministry's countermeasures. Tokyo.
- Lee, D. (2004). What is the fate of examination hell in Japan? Retrieved 11 July, 2008, from http://uniorb.com/ATREND/JExam.html
- Ministry of Education, Culture, Sports, Science and Technology, (2006). School Education, Tokyo.
- Mori, R. (2002). Entrance examinations and remedial education in Japanese higher education. Higher Education, 43: 27-42.
- Random, S. (1985). Schooling in Japan: The paradox in the pattern. Education Week, February 20. Cited in Ogura, Y. (1987). Examination hell: Japanese education's most serious problem. The College Board Review, (144), 8-11, 26-30.
- Sato, M. (Thursday, July 28, 2005). Cram school cash in on failure of public schools. Japan Times,
- The Constitution of Japan (1946). The Constitution of Japan. Japan.
- WHO: http://www.who.int/mental_health/prevention/suicide/suicideprevent/en/
- Yoshida, R. (2001, Fall). Intense Years: How Japanese adolescents balance school, family and friends. McGill Journal of Education. Retrieved 12 July, 2008 from http://findarticles.com/p/articles/mi_qa3965/is_200110/ai_n8959360?tag=artBody;col1
[1] Life and study survey by the Nagano prefectural education committee, February 1996.
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