COMPARATIVE

EDUCATION – DEM 405

JINKY L. HASSAN
Discussant
 FOUNDATIONS of
EDUCATIONAL
ADMINISTRATION,
EDUCATIONAL LEADERSHIP
and EDUCATIONAL SYSTEM OF
JAPAN
OBJECTIVES:
To define educational administration and leadership
To identify the different theories of educational
administration and leadership
To enumerate areas of responsibilities of educational leaders
To have an overview on Japan’s Educational System
To grasp idea as to what differences exist between Japanese
and Philippine Educational System
 EDUCATIONAL ADMINISTRATION

means to achieve the goals of Education through

effective and efficient manipulation of available
inputs. It is concerned with the utilization of
adequate resources available in the environment, in
order to foster the attainment of the goals of
teaching and learning.
 SCOPE OF
EDUCATIONAL
ADMINISTRATION
1. The educational administration encompasses
all the levels of education in its jurisdiction.

a. Pre-primary or pre-school education

b. Elementary or primary education
c. Junior High School Education
d. Senior High School Education
e. Tertiary Education
f. Post Graduate Education
2. It also covers all forms of education:
 a. Formal Education
 b. Non-formal Education and Adult Education
 c. General Education
 d. Vocational Education
 e. Special Education
 f. Teacher Education

 g. Integrated Education
3. It includes all types and strategies of
management that encompasses the following:

a. Democratic Administration

b. Autocratic Administration
c. Nominal Administration
FUNCTIONS OF EDUCATIONAL ADMINISTRATION
THEORIES OF EDUCATIONAL ADMINISTRATION
Theories of Educational Administration

Classical Organisation Post-behavioural

Theory Science approach

Human Relations Approach Behavioural Science Approach

A. CLASSICAL ORGANIZATIONAL THEORY

This theory deals with the formal organization

and concepts to increase management
efficiency. Major contributors to the classical
organizational theory are Frederick Taylor,
Henri Fayol, Luther Gulick and Max Weber.
Scientific Management Theory
The main features of this theory are:
● It selects employees by using scientific
selection procedure.
● It believes in having close relationship with
management and employees.
● It uses division of labor.
● It tries to produce maximum output by fixing
performance standards for each job and by having a
differential piece rate system for each job for
payment of wages
Administrative Management Theory

This theory is related to the issues of

structure and management of organization.
Henri Fayol, Luther Gulick and Max Weber
are the major contributors in the field of
administrative management theory.
According to Fayol, all managers perform basic
functions of management. These are:
● Planning
● Organizing
● Commanding
● Coordination
● Controlling
B. HUMAN RELATIONS APPROACH
The major assumptions of the human relations approach
include the following ideas:
● Employees are motivated by social and psychological needs
and by economic incentives.
● These needs, including but not limited to recognition,
belongingness and security, are more important in
determining worker morale and productivity than the
physical conditions of the work environment.
● An individual’s perceptions, beliefs, motivations,
cognition, responses to frustration, values and similar factors
may affect behavior in the work setting.
The human relations approach is considered to have started with a
series of studies known as Hawthorne studies that have strongly
influenced administrative theory

The Hawthorne
Studies

Working of Pay attention Open

Informal social to worker Communication
factors

Increase
Productivity
BEHAVIOURAL SCIENCE APPROACH
Theory of Maslow was based on motivation and he
considered three viewpoints:
1. Human beings have needs that are never
completely satisfied.
2. Human action is aimed at fulfilling the needs that
are unsatisfied.
3. These needs can be classified in a hierarchy from
the lowest to highest.
THEORY OF X AND Y ( McGregor )
Theory X Theory Y
1. Inherent dislike for work Work is natural like rest or play
2. Unambitious and prefer to be directed by Ambitious and capable of directing their own
others behaviour

3. Avoid responsibility Accept and seek responsibility under proper

conditions

4. Lack creativity and resist change Creativity widely spread

5. Focus on lower-level ( physiological and Both lower-level and higher-order needs like
safety ) needs to motivate workers social, esteem and self-actualization are
sources of motivation

6. Centralization of authority and autocratic Decentralization and participation in decision-

leadership making. Democratic leadership

8. People lack self-motivation People are self motivated.

POST-BEHAVIOURAL SCIENCE APPROACH

Three interrelated concepts-that are

school improvement, democratic
community and social justice form the
development of the profession-that is the
post-behavioural science era.
EDUCATIONAL LEADERSHIP

It is a collaborate process that unites

the talents and forces of teachers,
students and parents.
What is the Purpose of Educational Leadership?

The primary purpose of educational leadership

is to ensure academic success through process,
material and training improvements. This is
mainly accomplished through collaboration with
different individuals, such as educators,
parents, students, public policy makers and the
public.
What are the Key Qualities of Educational
Leadership?

First, educational leadership creates a vision of academic success

for all students.
Second, educational leadership strives to maintain a safe and
receptive learning environment.
Third, educational leadership delegates responsibility to others.
Fourth, instructional methods and curriculum content must be
continually improved.
Fifth, the field of education must borrow and adapt modern
management tools, processes and techniques.
How Do Teachers Contribute to
Educational Leadership?
Teachers are resource providers that help students
and other teachers find online and community
resources. They provide valuable classroom
management and teaching strategies to other
teachers. They also provide educational leaders
with constructive feedback for curriculum
improvements.
ROLE OF THE EDUCATIONAL LEADER
• collaborate with educators and provide curriculum direction
and guidance
• support educators to effectively implement the cycle of
planning to enhance programs and practices
• lead the development and implementation of an effective
educational program in the service
• ensure that children’s learning and development are guided
by the learning outcomes of the approved learning
frameworks
A Closer Look on
Japan’s
The basic school system in
Japan is composed of
elementary school (lasting six
years), middle school (three
years), high school (three
years), and university (four
years). Education is compulsory
only for the nine years of
elementary and middle school,
but 98% of students go on to
high school. Students usually
have to take exams in order to
enter high schools and
universities.
6-3-3-4 system:
•6 years of elementary school
•3 years of junior high school
•3 years of senior high school
•4 years at the university

• Japan has 100% enrollment in the first 9 years of their

education
• Japan has ZERO illiteracy!!
How Japanese education
system works
School is typically divided into five cycles:
 Yōchien ( 幼稚園 , Nursery school) from 3 to 6
years old.
 Shōgakkō ( 小学 , Elementary school) from 6
to 12.
 Chūgakkō ( 中学 , Middle School) from 12 to
15.
 Kōkō ( 高校 , High school) from 15 to 18.
 Daigaku ( 大学 , University)
or Senmongakkō ( 専 門 学校 , Vocational
school) in general with a duration of 2 to 4
years.
 KINDERGARTEN
 usually starts at 3
 not compulsory, having only 60%
enrollment rate
 play, singing songs, observation,
hearing and speaking, handicrafts
 Emphasis on being independent
and necessary life habits
 Teachers considered as developed
in understanding children’s world
 ELEMENTARY
 compulsory for children aged 6-12
-99.35% public and only .65% private
--enrollment rate is 99%
 considered as the first step of the
child into society
 provide children aged 6-12 w/
elementary general education suited
to the appropriate stage of their
mental and physical development.
 children are not held back if they do
poorly and the other way around
-parent-teacher communication
ELEMENTARY SUBJECTS
• Once a week, children have
• Japanese
moral education classes.
• Social Studies
• Mathematics • Classes are part of “whole-
• Science person” education, which is the
main task of the elementary
• Music school system.
• Arts
• Homemaking • Moral education is also
evident during the school’s
• Physical Education
class-cleaning and school lunch
activities.
LOWER SECONDARY EDUCATION
 part of the compulsory stage in Japanese Education
 students aged 12-15
 purpose is to provide general education corresponding to students’
mental and physical development on the basis of their primary
education
 teachers assigned to one subject only(2/3 are men)
 additional subjects like English Language, Moral Education and
Religion (Private)
 no breaks in between classes(classes 50 mins. Long)
 Graduates of lower secondary schools are entitled to advance to
schools of upper secondary education colleges (with certificate)
 SUBJECTS: • Students receive their
instruction from specialized
• Japanese teachers for each subject
• Mathematics area.

• Social Studies • The pace in junior high

• Science school is very quick.
• English
• The education is very text-
• Music book oriented, teachers
• Art have a lot of information to
cover in order to have
• Physical Education
students ready for their
• Students also have homeroom senior high school entrance
time, clubs and field trips. exams.
UPPER SECONDARY EDUCATION
 not compulsory
 students aged 15-18
 purpose is to provide higher
general education and
specialized education
according to students’
mental and physical
development on the
foundation of the lower
secondary education. 
 TYPES OF HIGH SCHOOL
•Elite academic high schools – collect top students who usually attend
top universities.
•Non-elite academic high schools – prepare students for less-prestigious
universities or junior colleges. They also send many students to private
specialized schools (subjects such as bookkeeping, languages and
computer programming.)
•Vocational high schools – offers courses in commerce, technical
subjects, agriculture, homescience, nursing and fishing.
•Correspondence high schools – flexible form of schooling for 1.6% of
students who missed out on high schooling for different reasons.
•Evening high school – offer classes to poor but ambitious students who
worked while trying to remedy their educational deficiencies.
HIGHER EDUCATION
JUNIOR COLLEGE
 ages 18-22 -must take NAT and the school exam itself (ronin)
 81% private universities -women who wants to pursue courses
stress home economics, nursing, teaching, humanities and social
science
GRADUATE SCHOOL
ages 22-24 -only 7% gets Masters
DOCTORAL LEVEL
ages 24-28 -students take humanities and medical programs
Medical, Veterinary, Dentistry and Pharmaceutical
EDUCATIONAL LADDER
• Japan’s high school dropout rate is 2%.
• There are an average of 29 students per class, it used to be
between 40-50.
• 46% of all high school graduates continue on and attend a
university or junior college.
• School begins in April and ends in March. The cherry blossoms
bloom in April and they represent a fresh start.
• Some schools require students to attend school on Saturdays.
The school year consists of two or three terms, which are
separated by short holidays in spring and winter, and a six week
long summer break.
10 distinctive features
of the Japanese
education system that
made this nation the envy
of the world
 Manners before knowledge.
 The academic year starts on April 1st.
 Most Japanese schools do not employ janitors or custodians.
The students clean their school themselves.
 In Japanese schools, school lunch is provided
on a standardized menu and is eaten in the classroom
 After-school workshops are very popular in Japan
 Apart from traditional subjects, Japanese students also learn
Japanese calligraphy and poetry.
 Nearly all students have to wear a school uniform.
 The school attendance rate in Japan is about 99.99%.
 A single test decides the students’ futures.
 College years are the best ’holidays’ in a person’s life.
Everyone who remembers his own
education remembers teachers, not
the methods and techniques. The
teacher is the heart of the
educational system

-Sidney