Name: Kathlyn Joy O.

Mercado EDUC5010

Written Assignment Unit 2

For the purpose of this comparison, I will choose the educational systems of Germany (Western)
and Japan (non-Western). It is two of the countries I personally want to teach in.

German Educational System:

Purpose: The German educational system aims to provide a well-rounded education that prepares
students for vocational or academic paths. It emphasizes the development of critical thinking,
practical skills, and a strong work ethic. The system places a significant emphasis on the
integration of theory and practice and aims to produce highly skilled professionals for the
workforce.

Japanese Educational System:

Purpose: The Japanese educational system aims to foster a sense of social cohesion, discipline,
and respect for authority. It focuses on holistic development, including academic knowledge,
moral values, and character formation. The system places importance on conformity, social
harmony, and preparing students for their roles as productive members of society.

Points of Comparison:

Structure and Curriculum:

Germany: The German educational system is known for its emphasis on academic rigor, and it
offers a variety of educational tracks. The system is divided into primary education, followed by
secondary education, which includes various types of secondary schools, such as the Gymnasium
(college preparatory), Realschule (intermediate), and Hauptschule (vocational).
Japan: The Japanese educational system is structured around a 6-3-3-4 system, which consists of
six years of elementary education, three years of junior high school, three years of senior high
school, and four years of university. The curriculum is highly standardized and focuses on a
broad range of subjects, including moral education, mathematics, science, social studies, and
Japanese language.
Favor/Oppose: Both systems provide clear pathways for students, with Germany offering
multiple options for secondary education, while Japan follows a more uniform structure. Both
approaches have their merits, with Germany allowing for greater specialization and flexibility,
and Japan emphasizing a more comprehensive education. The choice between these models
depends on cultural and societal priorities.
Teacher Training and Professionalism:
Germany: In Germany, teacher training is highly valued, and teachers typically undergo
extensive university education and practical training. They are regarded as professionals and play
a crucial role in shaping students' educational experiences.
Japan: In Japan, teaching is considered a highly respected profession. Teachers undergo rigorous
training at universities and are expected to demonstrate high levels of expertise and commitment.
There is an emphasis on maintaining harmony within the teaching profession.
Favor/Oppose: Both systems prioritize the professionalism of teachers, valuing their role in
education. The emphasis on thorough training and expertise in both countries contributes to the
quality of education. The focus on professionalism is favorable as it raises the standards of
teaching and benefits students.

Testing and Evaluation:

Germany: In Germany, there is a greater emphasis on continuous assessment and performance
evaluation throughout the educational journey. Student performance is evaluated through a
combination of exams, projects, and coursework. The evaluation process takes into account both
academic achievement and practical skills.
Japan: In Japan, there is a strong emphasis on high-stakes exams, such as the entrance exams for
high schools and universities. These exams have a significant impact on students' educational
and career prospects. The education system places great importance on exam results as a
measure of achievement.
Favor/Oppose: The continuous assessment approach in Germany allows for a more holistic
evaluation of students' abilities and provides opportunities to showcase practical skills. On the
other hand, the high-stakes exam culture in Japan can create immense pressure on students and
may not fully capture their overall abilities. Therefore, the more balanced approach in Germany
is favored.

Sources:

OECD. (2020). Education in Germany: Structure and Statistics. Retrieved from

https://gpseducation.oecd.org/CountryProfile?primaryCountry=DEU&treshold=10&topic=EO
Maeda, Y., & Sawada, T. (2013). The Development of Education in Japan. In Education in East
Asia (pp. 63-79). Springer.
Eurydice. (2021). The Structure of the European Education Systems 2020/21: Schematic
Diagrams. Retrieved from https://eacea.ec.europa.eu/national-policies/eurydice/sites/eurydice/
files/structure_of_education_systems_in_europe_2020-21.pdf