Education in Anglophone: Nigeria

1. 6-3-3-4 System of Education

The introduction of the 6-3-3-4 system of education according to Fabunmi (1986) pre-supposed
that the old system of education (6-5-4) was archaic, whereas the new system is modern,
dynamic and progressive. It should be recalled that early education policies failed to provide
Nigerian goals and objectives because it placed great emphasis on paper qualification.
However, for the proper understanding of 6-3-3-4 system of education, it is necessary to state the
national objectives and philosophy of education which include:
a). a free democratic society;
b). a just and egalitarian society
c). a united, strong and self-reliant nation,
d). a great and dynamic economy,
e). a land full of bright opportunities for all citizens. (FRN, 2004, p. 1)
It is believed that the above objectives were geared towards self-realization, better human
relationship, national consciousness, national unity as well as social, cultural, economic,
political, scientific and technological progress. Howbeit, it needed to say that the system 6-3-3-4
(Fabunmi, 1986) has helped in these areas:
(i) It has assisted in the attainment of some of the objectives of National policy on education i.e.
emphasis is now placed on yearning and aspirations of Nigerian society
(ii) Students (both boys and girls) to some extent are now staying longer in schools
(iii) The system has produced more matured youths who are able to take decisions on their own.
(iv). The system has reduced to some extent the rate of dropout in schools as opportunities are
made available for students to develop their talents to the fullest.
(v) The system has helped Nigeria nation to develop technologically as we have various
technical colleges, polytechnic and universities of technology in the country today that have
produced more technicians and technologists.
(vi) The system to some extent has helped in catering for individual differences which pre
supposes differences in intelligence, physical ability, and interest and individual achievement
oriented goal and aspirations. This affords the individual learner the opportunity to develop
his/her potentials.

However, with all these lofty achievements, the system has failed. It is an understatement that the
system of education being implemented in Nigeria today has lost the quality of 6-3-3-4
(Fabunmi, 1986). If not for a handful of Nigerians who, through dint of handwork, still reflect
the indices of being educated, we should be talking of a total collapse of the sector. The
following are the predicaments to its proper execution:
(i) Problem of implementing the language policy, this arises as a result of non-availability of
adequate textbooks for the language as well as shortage of teachers.
(ii) Political problem: The idea for the system was conceived by military government that
favored centralization. However, there has been change(s) in the leadership structure of the
nation which eventually prevented co-oriented approach at the implementation of the policy.
(iii) Financial problem: Since the success of any educational programme depends heavily on
fund made available, most of the equipments and facilities required for the system could not be
bought as they are to be imported from abroad.
(iv) Public Enlightenments: The general public seemed to be unaware of the benefit of the
programme, hence it becomes a failure.
(v) Inadequate statistics: There is an inability to obtain detailed and up-to-date statistical data
needed for effective educational planning.
2. Nomadic Education
According to Olokede (2004), Nomadic education is a planned programme introduced by the
Federal
Government to ensure education for all. It is designed to acclimatize the beneficiaries into
effective participation in the national development. The constant move of the nomads in search
of Greenland for their cattle has made it difficult to integrate their children into conventional
school.
After independence, concerted efforts were made by both the States and the Federal Government
at different levels to settle the nomads (Daramola, 1994). For example, the Federal Government
under
General Gowon in the 1970s attempted to settle the herdsman in some states of the federation.
It was during the regime of General Babangida when the national cap was put on nomadic
education. The Federal Government launched the programme on 1st November 1988 by the then
Objectives of Nomadic Education
According to Lar (1997), the aims and objectives of nomadic education are as follows:
a. To expose the nomadic child to formal education
b. To inculcate the spirit of humanity and make him realize himself as a member of the
Nigeria Society.
c. Enable the nomadic child take part in the development of his immediate environment and the
country in general.
d. Make the nomadic child able to improve his living conditions, thus eliminating the hardships
and constraints in his life.
e. To help modernize his techniques of herdsmanship and animal management.
f. To help the nomadic child to appreciate moral and religious practices.
g. To assist the nomadic child to develop rapidly, fully, physically and intellectually so as to
cope with the demands of the contemporary world.
h. To help the nomadic child to develop initiative.
Problems confronting Nomadic Education
According to Abdulkareem (1992), in spite of the laudable objectives stated for Nomadic
Education
Programme in Nigeria, the programme has not been progressive in the country due to a number
of constraints such as:
 Political Constraint: In spite of the lofty objectives behind the establishment of nomadic
education since the programme was mainly politically motivated by the then federal government,
subsequent governments have not taken serious steps on nomadic education, thus
Nigerians are still awaiting more of the positive resultant effect of nomadic education
 Financial Constraint: The lack of fund syndrome that has become the slogan of Nigeria
government also draw the programme backward. Due to insufficient fund the programme has
suffered greatly.
 Lack of facilities: This compounds the problem of nomadic education more than other
problems. The worst of this could be seen in the areas of infrastructural facilities and
instructional materials.
 Unpreparedness of the nomads: Some of the nomads saw the programme as a disruption to
their culture: on several occasions' exhibit hostility to the nomadic teachers.
 Ineffective implementation strategies: The programme is also faced with general lack of
supervision and monitoring from both the local and state supervisors and inspectors for the state
and local authorities hardly take pains to find out what transpire.
 Lack of manpower: Nomadic education is a unique kind of programme demanding dedicated
and qualified teachers.
Education in U.S.A.
The United States has a highly decentralized system of education.

EARLY CHILDHOOD EDUCATION.

Early childhood education (preprimary) in the United States comes in a variety of forms,
including nursery school, preschool, day care centers, prekindergarten and kindergarten. It also
includes Head Start, a federally funded child development program that serves low-income
children. Free Head Start programs are offered for 3- and 4-year-old children from low-income
families. The Early Reading First program provides federal funds to enhance instructional
content in early childhood education settings, thus helping to ensure that children start
kindergarten with the language and literacy skills needed for later academic success. Overall, 64
percent of 3- to 5-year-olds are enrolled in early childhood education and 52 percent of these
children attend full-day programs.

The majority of 5-year-olds attend free public kindergartens. Most public elementary schools
offer free kindergarten education, and the average class size is 20 students. Almost all public
school kindergartens report that teachers read stories aloud to the children each day. The
majority also arrange for the students to engage each day in running, climbing and other motor
skill activities; language development, dramatic play, arts, crafts and music; and free play.

Basic Education

Elementary (primary) and secondary education spans twelve academic years, or grades.

However, the organization of elementary and secondary education varies among school districts
and states. Generally students spend from six to eight years in elementary education. Elementary
education is followed by four to six years of secondary education. The last four years of
secondary school are generally referred to as “high school.” Students normally complete high
school by age 17 or 18. High school graduates who decide to continue their education may enter
a technical or vocational institution, a two-year community or junior college, or a four-year
college or university. Each of these educational levels is further described later.
The grade levels included in elementary school vary by district, based on educational philosophy
and school building size.

The average public secondary school enrolls 18 students.

Secondary education is usually broken into two parts: middle school (or junior high school) and
high school. Middle school usually encompasses grades 6-8 or 7-8, depending on the district.
High school typically includes grades 9-12.

All states require students to attend school, but the ages of compulsory attendance vary by state.

Compulsory schooling ends by law at age 16 in 30 states, at age 17 in nine states, and at age 18
in 11 states plus the District of Columbia. U.S. public schools are tax-supported and free to
students and their families.

Students borrow free textbooks from the school for the year, but they must bring their own paper
and pencils from home. In most public schools, students are allowed to wear whatever clothing
they like within broad guidelines, while a small but growing number of public schools require
uniforms. Boys and girls generally attend class together, although a small number of public
schools do provide single-sex classes.

School Calendar and Daily Routine. In most states, the school year lasts 180 days. School begins
in most districts in late August or early September and continues until June, and most school
districts have a two-week break at the end of December and a one-week break in March or April.
Generally, the school day runs from about 8 a.m. to 3 p.m.; however, daily schedules vary
significantly from school to school.

Most elementary school students study in the same classroom all day with one teacher who
teaches all subjects. The class may visit the gymnasium and library once or twice a week.

Students have a daily lunch break of about 30 minutes. Most schools have one or two playground
breaks, although playground time is being reduced or eliminated in a growing number of schools
for a variety of reasons. In most elementary schools, daily instructional time is not divided into
periods; instead, teachers decide how much time to spend teaching particular subjects based on
students’ learning needs and their own expertise.
The secondary school day usually consists of five to six instructional periods, with short breaks
between periods. Each secondary school student has a unique schedule and set of classes, which
is determined by the parents, school counselor and student, based upon local graduation
requirements and the student’s interests, career goals and academic ability.

Middle and secondary school teachers remain in their own classrooms throughout the day and
teach specialized subjects rather than the whole curriculum. At the end of each period, every
student moves to a different classroom depending on his or her own schedule.

Students generally eat lunch in the school cafeteria. Some students bring their lunch from home,
and others purchase their meals at school. About a third of U.S. students—those from low-
income families—receive free or reduced-price breakfast and/or lunch each day, paid for by the
federal government.

Student Transportation. For students attending schools located beyond walking distance from
their homes, transportation via school bus is generally provided free of charge by the school
district. More than half of U.S. public elementary and secondary students use this service to
travel to and from school each day. Many parents drive their children to school, while many
students age 16 and older drive themselves.

Many schools, especially at the secondary level, sponsor activities such as sports, clubs,
performing arts and community service opportunities. In some school districts, prospective
graduates are encouraged or required to perform a prescribed number of hours of community
service.

In addition to attending school, many high school students work limited hours at part-time jobs
during the academic year. For example, 68 percent of 12th-grade students work during the
academic year, with 77 percent of students working fewer than 20 hours per week.

Food service, grocery clerk and retail sales are the most common types of work for high school
students. Persons under the age of 18 are considered minors under U.S. law, and federal and state
child labor laws strictly govern the types of work minors can perform, how it is supervised and
how long they can work for pay.

CURRICULUM
States set broad curriculum guidelines for what students should know and be able to do. School
districts or schools generally select textbooks, adhering to state guidelines. Within these
guidelines, schools, and even individual teachers, are generally expected to determine content
details and the pace of instruction so that it is suited to the characteristics of students.

Elementary schools do not generally assign students to specific teachers or classes based on their
ability. However, within classes, teachers often set up reading or mathematics groups based on
student achievement levels. Students in different achievement groups may receive differentiated
assignments so that they can progress at an appropriate pace in mastering the class curriculum.

At the secondary school level, each student’s coursework is generally composed of courses
required for graduation—with requirements varying by district and state—and elective courses.

As a statistical average, public high school students complete the following one-year-long
courses between 9th and 12th grades: four years of English; four years of history or social
studies; three years of mathematics; three years of science; two years of foreign language; two
years of the arts; four years of vocational, technical or business education; one year of computer
science; and two to three years of other subjects.

Most students graduate from high school at the age of 17 or 18.

Some students graduate from school later because they have been retained in grade. Others drop
out and return to school a year or two later, or drop out and decide to complete the General
Educational Development (GED) certificate program, which is recognized in all states as the
equivalent of a high school diploma.

ACADEMIC STANDARDS AND STUDENT ASSESSMENT

Standards. During the 1990s, most states made significant gains in the use of standards to define
educational inputs and desired outcomes. By 2001, almost all states, plus the District of

Columbia, had developed and put in place academic standards that described what students
should know and be able to do in mathematics, language arts, science and social studies. Most
states also now have content standards that describe the body of knowledge that all students
should know, and achievement standards that describe what level of performance is considered
basic, proficient and advanced. (The exact terms used vary by school system.) Despite significant
progress in setting academic standards, debate often takes place over whether standards are too
high, too low, clear enough or sufficiently relevant.

Grading. Students receive classroom grades to describe their academic performance in each
subject area. The grading system used is generally on a letter scale, with “A” being the highest
and “F” being the lowest and representing failure. Letter grades are often converted into numeric
“grade point averages” (“GPAs”)—especially at the secondary school level—to describe a
student’s overall performance. In this case, A=4, B=3, C=2, D=1 and F=0, with a 4.0 grade point
average indicating a perfect grade record. Grading generally assumes a starting point of 100, or
perfect, and subtracts points for mistakes or poor-quality reasoning, rather than assuming a
starting point of zero and adding points, as in some other grading systems. Typically, classroom
teachers are entirely responsible for determining grades, basing their decisions on the quality of a
student’s work, classroom test scores and level of participation.

Promotion. A student’s promotion to the next year of schooling is based primarily on his or her
classroom grades. If a student’s grades are poor and the teacher believes that he or she is not
ready to be promoted to the next grade, the student may be retained. Parents also generally play
an important role in making such a decision. Students are most likely to be retained during the
early grades of elementary school. Some states require students to pass an examination in order
to graduate from secondary school.

These examinations vary in content, format and rigor.

Student Achievement Testing. States administer tests on a regular basis to assess student
performance at designated grade levels. One of the key factors determining the relevance of a
state’s testing regimen is its alignment with the state’s academic content and achievement
standards. Achieving this alignment is often challenging due to the time and expense required.

Some states use tests purchased from a commercial test developer, while others develop original
test instruments that are specifically designed to measure state standards. Another challenge is
how to define and ensure test quality. For example, states must determine whether tests will
primarily contain open-ended essay questions and mathematical problems, or multiple-choice
questions.
Private schools were the original schools in the U.S. and continue to provide parents a variety of
options for educating their children. Private schools account for about 24 percent of all
elementary and secondary schools, 10 percent of all students and 12 percent of all teachers in the
United States. Seventy-seven percent of all private schools have a religious affiliation while the
remainder are nonsectarian. Private schools are owned and governed by entities that are
independent of any government—typically religious bodies or independent boards of trustees.

Choice is a defining characteristic of private schools as families may choose private education,
and private schools may generally choose which students to accept. Although nonpublic
governance and enrollment choices are features that all private schools share, there is wide
variation within the private sector on many measures.

Private schools receive funding primarily from nonpublic sources: tuition payments and other
private sources, such as foundations, religious bodies, alumni or other private donors.

GIFTED AND TALENTED EDUCATION

Special services are often also provided for students that are specially gifted or talented. Gifted
and talented students are usually served via special programs in regular school settings. About 6
percent of U.S. students benefit from these services. In some states, special services for gifted
and talented students are included under the state’s special education law.

English Language Proficiency. There are approximately five million non-English speaking or
limited English proficient (LEP) students who attend U.S. public schools. Although there are
over 400 languages spoken by children throughout the United States, 80 percent of LEP children
are native Spanish speakers.
Education in France

Structure of education in France

Pre-primary education (nursery school) created in 1881 is for children aged 3 to 6. Although it is
not compulsory, virtually all 3-year-old children attend nursery school, majority in the public
school system.

They are state funded, attendance is optional and placement is not guaranteed especially for
younger children; children as young as two can attend but must be potty trained. With a dual
educational and pedagogical objective, children learn how to live among others, shape their own
personality and develop language skills. Nursery school is the strong point of the French
education system and what sets it apart from other systems. Many parents start sending their
children earlier though, around age 3 as nursery classes (maternelle) are usually affiliated to a
borough's primary school.

Some even start earlier at age 2 in pre-meternelle classes, which are essentially daycare centres.

Primary education

After nursery, the young children move on to primary school. Primary school is compulsory for
all students, French and foreign alike, starting at age six. Primary education lasts for five years
and caters for the 6-10 age group. It aims to teach children some degree of autonomy and the
basics about citizenship. It is in the first year (cours preparatoire) that they learn how to write and
develop their reading skills. Much akin to other educational systems, French primary school
students usually have a single teacher (or perhaps two) who teaches the complete curriculum,
such as French, mathematics, science and humanities.

There is no structural difference between the private and government schools. School attendance
is compulsory between the ages 6-16 years. Most of them are co-educational at all levels and
classes are held in the morning and afternoon. The primary school attendance has dropped
because of a drop in birth rates. Grade repetition is on the decrease, as it is believed that
repeating would jeopardize the pupils' future and that's why Pre School and primary school are
related. Grade repetition is common with pupils from underprivileged groups.

Secondary education

French secondary education is divided into two schools:

• the college for the first four years directly following primary school

• the lycee for the next three years.

The completion of secondary studies leads to the becceieureet.

First cycle: Junior High Schools

Children aged 11 to 15 attend college that are considered comprehensive because theoretically
children study the same core curriculum. A diploma awarded upon the successful completion of
an exam at the end 3'eme marks the conclusion of colle'ge. Pupils spend four years in a
college( 6th, 5'eme, 4'eme and 3'eme) that correspond to the final year of compulsory education.

The average number of pupils per class is 24.3 and majority goes through the system from the
6th 'eme to a= 'erne, which is the final class. The Brevet des college is the first official diploma a
pupil has to sit. It is not required in order to enter tycee. Until 2006 the school marks for the
whole of the final year (Berne) were taken into account for half of the mark. The other half of the
mark consisted of the final exam, the brevet. Pupils were only tested on French, mathematics and

History/ geography for the exam. The curriculum of study at this level included humanities,
languages and science. The students study French language and literature, history and
geography, a foreign language or French regional language, art and craft, music education and
civics. In the sciences they study mathematics, biology and geology, technology, physics and
chemistry. There are also optional courses such as technology, Latin and ancient Greek.

Second cycle: Lyce'e

Adolescents aged 15 to 18 attend the lycee, taking them from 2'eme (seconde) to their final year
(terminale). Lycees offer a large range of education and training possibilities. There are two
types of tycees.
General and technical education lycees culminate in a"general series" becccelereei. Vocational
lycees culminate in a certificat d'aptitude professionnelle (CAP- which sanctions training in a
specific vocational skill), a brevet d'etucies professionnelles (BEP - which sanctions the
completion of adequate training within a range of technical skills in a particular trade, industrial,
commercial or social field) or a "vocational" becceleureet. Majority of the students continue to
the second cycle due to social aspirations. The becceleureet (also known as bac) is the end- oi-
tycee diploma students sit for in order to enter university, a classe prepereioire, or professional
life. It is generally taken at 18 if the pupil has not repeated a class during secondary school. The
term

becceleureet refers to the diploma and the examinations themselves.

There is also the becceteureei technologique and becceleureei professionnel.

Higher education

Higher education entails all studies after the becceleureet. France has very old universities dating
back between 1208 and 1210 [Link] remain traditional offering general rather than
professional education.

Universities (including Instituts nationaux polytechniques) are open to a large number of

students, whose programmes are generally geared towards research and its applications. Higher
education is funded by the state and fees are very low. Students from low-income families can
also apply for scholarships. Academic councils called academies are responsible for supervising
all aspects of University education in a given region.

Two systems exist side by side:

An open system in the universities. Most students' study under this system and women are the
majority. All becceieureet holders have the right to enter this system without any prior selection
procedure. Universities offer an extremely wide range of studies. They can specialize in
humanities, social science, law, economics and medicine. There is high dropout rates at this
level.
Education in Francophone West Africa: Cameroon

Education in Japan.

The introduction of a modern education system into Japan, taking several Western countries as
models, began in a real sense in the latter part of the 19th century. The arrival of modernization
in Japan was therefore comparatively late, but since Japan was fortunate enough to be blessed
with socio-cultural environmental factors (initial conditions) in education underwent very rapid
development within a short space of time.

Factors that lead to rapid educational development in Japan.

1) Cultural maturity and the legacy of traditional education

For the preceding 260 years, during which time Japan under the Tokugawa shogunate
(1603-1968) followed a policy of keeping the country closed the outside world, the
country enjoyed peace and stability. During this period of time, the people of Japan were
able to attain a high level of cultural maturity, and the literacy rate, even among the
common people, was high by world standards at this time. This situation can be seen to
be due, at least in part, to the relatively wide diffusion of distinctively Japanese
educational institutions. For the samurai warrior class, these were public education
institutions (fief schools) for study of the Chinese classics (Confucian doctrine, Chinese
literature and Chinese history).
2) The secular character and linguistic uniformity of education.
Education had a strongly secular character, and the traditional religions such as
Buddhism and Shinto did not have their own distinctive educational institutions.
 Moreover, thanks to comparatively homogeneous cultural and linguistic traditions, there
was no problem about making Japanese the sole medium of instruction from the start.
3) Recognition of the issue of national unity through education
As a result of the feudal Shogunate system and the system of social classes, the formation
of a common national consciousness was held back. However, in the atmosphere of crisis
in the face of external pressure at the end of the Edo era, there was a strong awareness
that national unity and national consciousness could be formed through education. In the
process of groping for the best way to modernize the Japanese nation, a consensus was
formed with the aim of abolishing the traditional class system and offering equal
educational opportunity to all the people of Japan.
4) The emergence of a system of appointing people on the basis of educational attainments

In the final years of the Edo era, a system of recruiting people on the basis of individual
knowledge and ability was introduced in place of the traditional class system. Through
this process, the elite members of the population came to be selected on the basis of
academic attainment. And in this way, the preparatory conditions were laid down for the
advent of a society in which academic credentials formed the determining criterion for a
person’s employment and social status.

5) The possibility of choosing from a wide diversity of models.

Because Japan maintained its independence and did not have the experience of being
colonized by the Imperial Western Powers, it did not have the colonial legacy of an
education system introduced by former rulers as was the case with many developing
countries. Consequently, when Japan introduced its own modern educational system, it
was able to select at will and to try out various models provided by the advanced
countries.

The Japanese school system has the most holistic approach to teaching you will ever see. Instead
of solely being a center for academic education, they teach kids life skills and discipline, unlike
any other system in the world.

The main area where a Japanese system differs from the other systems is the emphasis they place
on ethics and morals. Their system includes 6 years of elementary school followed by 3 years of
junior high, 3 years of high school, and then 4 years of university.
Some other aspects of the Japanese school systems that we can all learn from include:

1. Students stay in the same classroom

In western schools, the culture is for the students to shift between classrooms for different
subjects. For the most part, no student attends two separate subject classes in the same room. But
the Japanese system does this the other way around; instead of the students, the teachers are the
ones who move between classes all day long. The students have one classroom assigned for the
entire year where they take all the classes. Except for the PT, computer classes, science lab or
STEM education classes that require a lab or the outdoors.

This approach benefits the students in the way that they don’t have to quickly gather their
belongings and rush around the school to get to their next class. It helps to manage overcrowding
in the hallways. Instead of 30 students making their way to a different classroom, only one
teacher has to move! It saves time and energy on the part of the students.

While on the topic of classrooms, it is worth mentioning the organization and décor of a
Japanese class. The posters on the walls and the furniture are all an appropriate representation of
the goals of education; which is to teach traditional subjects all the while teaching self-discipline,
cleanliness, order, character and good moral behavior

2. Uniformity

From food to curriculum and uniforms everything is done according to one set of rules to
maintain uniformity across all schools. Wearing a uniform is compulsory for higher grades in all
private and public schools. The benefit of this approach is to disregard any social barriers the
kids might experience with expensive branded clothing and accessories.

The lunch’s serves during school hours are the same throughout the year and made by the school
itself or by special lunch centers specialized in school lunches. Also, the portions served to each
student is the same.

Uniformity in everything creates a sense of community between the students and the teachers. It
teaches discipline. The similarity in clothing and eating habits is something inherent to the
Japanese culture.

The reason why Japanese schools do well is that the principals, teachers, lawmakers, and parents
understand and agree upon the same set of goals, there is uniformity in what they want to achieve
and they work together to provide all the resources to the students. Recognizing the importance
of a consistent system of education has allowed Japan to make tremendous progress in schools,
and that is what we all need to apply in our systems as well.

3. Responsibility

An admirable feature of the Japanese school system is their approach to teaching responsibility
from a very young age. Students as young as 10-years-old are given chores and tasks to complete
around the school. It is a part of the curriculum and not optional to accept and reject the duties
assigned.

To teach responsibility, tasks assigned include serving lunch to other students, cleaning the
classrooms, and going home after school by yourself. Kids are responsible for showing up to
class on time. Being late is frowned upon and seldom happens. When kids are given tasks to do
around the school, they feel a sense of belonging to the place. Having to take care of the space
makes them care about it more and they are motivated to keep it clean.

Children learn and do more when they know what is expected of them. By giving these small
jobs to kids they realize that they are expected to take care of society as if it were their home.
Responsibility also sets high expectations from kids, in turn, they tend to expect more from
themselves and strive to achieve more. By giving all the kids the same level of responsibility, the
system shows them that all kids have the same potential to be great. No kid is marked as being
less than. This allows kids to explore their potential freely.

4. Duties of a teacher

The teachers have a lot of duties to handle in a Japanese school system. From helping kids with
classwork to after-school coaching teachers are very busy throughout the week. Staff rooms are
for teachers to prepare lesson plans and take a break between classes.

Any student that missed a lesson for some reason, or is lagging behind the other students in the
class can take private lessons from the teachers in the staff rooms. Due to this vigilant care and
extra effort by the teachers, a student rarely repeats a grade, and the entire class graduates on
time along with the mates they enrolled with. A teacher must conduct himself in a way that
reflects the values the school is trying to instil in the kids. Disciple and integrity in a teacher are
translated into the behavior of the students. While a teacher gives lessons on traditional subjects,
his attitude towards different situations gives a moral education to kids, so the teachers are
required to keep in mind how they unconsciously affect students.

Instead of repeatedly telling kids about right and wrong, good or bad, the teachers demonstrate it
in their behavior and that is enough for kids to realize the socially appropriate ways to behave.

5. Extra curriculum and after school programs

To stimulate kids’ creativity and instill in them a sense of service to the community they are
encouraged to take part in extracurricular and community activities. Festivals, exhibitions and
song celebrations are very common and seeing school kids engaged in decorations and plays is a
norm in Japan.

Extracurricular activities also include sports and after school preparatory classes. The after
school programs are mostly for older kids looking to apply to high schools and universities.

While kids are encouraged to participate in extracurricular, the school is always clear on the
main goal of education which is to improve cognition and independence in kids. Schools are
clear on the fact that they are not sports centers or musical institutions, so the primary goal is not
to make the kids proficient in physical activities or playing instruments. For that, the kids have a
choice to go to vocational schools after the completion of compulsory education after the age of
16.

6. Start and end the class in a specific order

To get into the studying mindset the classes all start and end with a ritual where the students
greet the teacher and bow to show respect, then request the teacher to teach them. These words
include kiritsu (stand up); Rei (bow) and chakuseki (sit down). After the lesson is over they stand
up to respect the teacher for the effort and energy put in teaching. The teacher thanks the students
at the end of class before the students are dismissed.

The benefit of this approach and the reason why the world needs to adapt it is this; not only are
students more energized for the lesson this way but also are laser-focused to learn because of this
unconscious reminder that the time of learning has begun.

Supreme character, deep-rooted values, and good behavior are significantly promoted by the
formal education system. These values are learned by kids from the environment at home or in
kindergarten classrooms, but throughout the compulsory education years, the system motivates
kids to uphold the cultural values of discipline and respect towards others.

7. The concept of “Nameless paints”

To improve creativity and open-mindedness in kids the Japanese use a system called nameless
paints. The tubes of paint have spots of the primary colors and the plus sign in the middle of two
colors to depict the final paint color in the tube. The sizes of the spots differ and the kid can
imagine the paint color based on what you will get when you mix the spots in certain portions.

What the concept of nameless paints does to school kids is it gives them the freedom to try and
experiment to find their way. Although the Japanese system is somewhat rigid, they have,
however, developed a system where they give kids the freedom to be themselves while staying
incredibly disciplined and a part of the bigger community.

8. Manners before knowledge

The Japanese school system pays special attention to the behavior and manners of kids from a
young age. The entire community is involved in raising the kids so the school takes a major role
in setting good morals. In this curriculum, they learn to be kind and respectful towards others
including animals and plants. They learn qualities such as self-control, empathy, and
compassion.

The emphasis on morals is shown in the fact that there are no exams for young kids up till the
age of 10 years; all they have to do is learn the basics of being kind and caring human beings and
valuable members of society.
Once a child is in daycare the parents are very much involved in everything the kid learns. One
can say japan has found the best way to integrate parenting with formal education.

Dependency and Education

Dependency theory argues that the world's present state can be most validly seen as the outcome
of domination by the 'have' nations over the 'have-nots' and, within nations, by domination of
'have' over 'have-not' classes and interests. This is surely not a new idea. What is perhaps new is
acceptance by an increasing number of comparativists that this dichotomy between
superordinates and subordinates amounts to a powerful, globally applicable, explanatory model.

The question is: are developing countries depending on the so called first world countries for
best ideas in educational practices. Can they borrow any aspect of African education systems?

Dependency theory claims to show that the process of thought control is so powerful that parents
and citizens are incapable of recognizing their children's best educational interest, and are
helpless to make independent choices in the face of overwhelming ideological hegemony.

We can summarize the various claims and assertions of dependency theory in the form of a half-
dozen composite dicta:

1. Dependency theory claims to be a globally applicable, objective approach to

understanding how the poorer nations have been deceived and victimized by a
unidirectional exercise of power.
2. Dependency theory views educational structures and education content as essential means
by which the center exercises thought control over the periphery, reproducing the
conditions for its survival and advancement. These means operate not only in obvious
ways, but also in ways that are extremely subtle.
3. Dependency theory claims to show that the process of thought control is so powerful that
parents and citizens are incapable of recognizing their children's best educational interest,
and are helpless to make independent choices in the face of overwhelming ideological
hegemony.
4. Dependency theorists tend to deny that we can look to education or educational reform in
any important degree for improvement in this state of things: radical (and even violent)
rupture of the hegemonic power of the center is required.
5. Dependency theory asserts that the countries on the periphery represent victimized 'good
guys'; those at the center are the victimizing 'bad guys'. The latter force so-called
modernization on the former, but in fact the fruits of modernization are simply further
dependency.
6. Dependency theory claims that the greater a country's degree of dependency, the greater
will be a country's difficulties in establishing effective social and educational institutions.