The education system is a very important element which forms history and culture of Japan. The Japanese educational system is a very strong instrument for their national politics and cultural constant. Academic achievements of their students are higher and fitting to the international standards. Consequently, many countries are interested in the education system of Japan. In this research we will evaluate the Japanese education system in historical development process and we will mark sides which will be useful to the education system of Kyrgyzstan.

      The Japanese applied useful information to their education from different education systems. They transformed and adapted new information and new technology for their mentality, life style and culture[1]. The culture of education in Japan is based on the Shinto, Buddhism and Confucianism philosophy. Buddhism was introduced to Japan during the sixth century, at the same century Japanese had been introduced with Chinese writing and literature. Chinese philosophy and literature had influenced history of Japan[2]. According to these philosophies’ learning and study are the main tools of personal and social improvement, consequently had respect and honor in the Japanese society. Therefore, academic achievements of Japanese students influence their social and economic status very much[3].

      The education system of Japan was formed for the first time after Taiho Constitution in the 701. This constitution was a base of Japanese law till the Meiji Restoration (1868)[4]. During the Tokugawa period (1803-1868) in the center of administration Edo (Tokyo) books which were conveying from the west was translated to the Japanese language. Not just  Samurais but also Japanese nation began to use education possibilities from Han (regional administration) academies[5]. The development of education in this period had prepared fundaments to innovations of Meiji Restoration and therefore it has improved modern education[6].

            The Meiji Restoration period was very important and had innovations not just in social life but in education system too. The main specialties of this time were learning different education systems, inviting foreign specialists and departure Japanese specialists to the Europe countries to research their education[7].

            During the World War II education in Japan was authoritarian and under strict control. In 1946, American pedagogues came to Japan and offered American education system: the liquidation of moral lessons and lessons which had national specialty, reformation of writing system, united schools of boys and girls and required diplomas from teachers as a result of innovations included by them. Innovations in the education become to less after 1952 when Japan declared independency. Education programs of primary and secondary schools were reanalyzed, national themes take furthermore place in contains of social and humanitarian subjects[8].

Education of Japan came into the rapid development period since 1960 when the action of reform[9] had begun. In document “Image of the ideal Japanese person”, which was published in 1966, Japanese drove forward that they would be more useful for humanity if they protect their national specialties and traditions[10].The reform actions have gained speed in education since 1975.

Three big reforms in education system have been done at the end of the 19^th - 20^th century. The first was done in 1872; the second was done after World War II in 1947; the third after 1987. The purposes of the reform in 1987 were to pay maximum attention to individuality of every student, to make long life education, to internationalize education, to create modern education, computerization of schools and spread of English learning[11].

There were new education reforms in 2002. They contributed to individuality and personal work of students, continuality and internationalization of education[12]. Equal opportunity in education is one of the modern education philosophy principles of Japan[13].

 Goal of education is to try to make real Japanese ideal, which would harmonize individual happiness with work for government and society[14].

Bases of Japanese education philosophy are founded on belief and concept of Japanese spirit. Expression of Japanese spirit is a symbol of respect, belief and trust to language, culture, nation and government of Japanese society. It is a secret of Japan to modernize without cultural crisis[15]. Harmony is perceived as a most important thing in Japan till those days. Generally the person who differs from others with his intelligence and abilities, and who break balance is immediately censored by the quiet majority[16].

* The Education System of Kyrgyzstan

The base of education among the Kyrgyz, who is one of the ancient Turk nations[17], is lean on their fundamental culture, national creativity, national education and literature works. Kyrgyz people which lived long nomadic life had alphabet; however, verbal literature developed furthermore among them. Importance of education was stressed every time in teaching and giving knowledge to Kyrgyz youth in gaining love to nation and country through poems, folk tales, poetry, proverbs, and pedigrees[18]. Kyrgyz people passed to an organized education after the October revolution in Russia in 1917. New government aimed to teach everyone to read and write in a short time. In result, 85% of people learned to read and write in the 1940s. Kyrgyz education system trained young generations within communism spirit of the Soviet period. It was escaped from any sign of nationalism according to recommendation of V.I. Lenin[19]. Medressehs, mektebes and new method schools (usul-i jadid) of pre-Soviet period were liquidated as nests of Pan Islamism and Pan Turkism in the 1917 by secularism law[20]. Compulsory education was accepted as 7 years, Latin alphabet took place of Arabic alphabet, then Russian language became compulsory language and Cyril alphabet took place of Latin[21].

Education system needed reforms after the 1950s. The base of reform was formed after “Reinforce of relation between life and school” document which was sent by N.S.Khruschev to the central committee of Communist Party[22]. They passed to new study programs and textbooks within reform process. A special attention was paid to labour learning, education of girls and children in countryside[23]. Professional-technician schools were increased, polytechnic, medical, agronomy, physical training institutes were opened, and accepted 10 year compulsory education in the 1980s. Old education system was reanalyzed and decided that those systems do not suit to mentality and necessities of nation, modern technologic situation.  Individuality of student, humanization and democratization of schools were aimed by this constitution. The principles of the new education were freedom, difference and sincerity[24]. 

But economic inconsistency and instability after 1991 affected education system negatively. There were difficulties to get education possibilities for people with low level of income in transition period.  Prestige and quality of education were decreased[25].

            The year of 1996 was declared as “Education Year” by the president of Kyrgyz Republic Askar Akayev. New education programs as “Candidates of the 21^st century”, “Education” in content of this project[26] were accepted. Important purposes to develop education process of Kyrgyzstan between 1996 and 2000 were equal opportunity, quality and effectiveness. Especially, some measures were taken to educate children from big and broken families, homeless and handicapped children. New reforms were made in Kyrgyz education system in 1999. It was decided to increase of education quality, preparation of modern study programs and books. Also some decisions were taken to open private schools with different programs and schools which have emphasis on different branches[27].

            Change of high education in Kyrgyzstan began by reorganization of institutes to universities in 1995. Unfortunately, they did not have enough personnel, books, auditoriums, technologic equipment[28]. Universities passed to salaried education. Today it is discussed to enter to Bologna process of Kyrgyz high education system. But deficiency of books, old technologic equipment, and poor quality of libraries are obstacles for entry to Bologna process[29]. Kyrgyz Government has declared new education law in 30 April of 2003. Here the equal opportunity in education was stressed. Especially, it would pay attention to free 9 year education and to decentralization of education. 

* Comparative Education Systems of Japan and Kyrgyzstan

The Japanese education system is not perfect.  But if take into consideration strong hors-concurs economy, high percentage of literate people, strong democratic government, civilization where crime and aggression has low percentage, strong society which based on technology of modern Japan we should accept that Japanese education system is successful[30]. Maybe the secret of their success is that Japanese never throw out old when they take something new.

Japanese and Kyrgyz nations have some cultural similarities[31]. Consequently, education system of Japan could give useful knowledge in development process of Kyrgyz education system.

1.      Private sector is very important in the education system of Japan. Big holdings have private professional schools in Japan. For example: Mitsubishi, Sumitoma, and Hitachi had opened professional-technician schools where they educated workers to reach high technology and modern methods[32]. Day by day importance of private sector in the education is increased. The private sector supports students with scholarships. In the Kyrgyz education system role of private sector is low and scholarships are not given to successful students. The Kyrgyz government could make easy responsibility of Kyrgyz ministry of education and could rise quality of education if will support opening of private schools. If private firms give scholarships to successful students and mutually government decrease taxes, it would be good for both sides.

2.      Universities of Japan are interested in sciences not only to make science but to use and practice it. Use and power of knowledge are important, it does not mean where, who, how it is taken[33]. In the Japanese high technologic education, general weight is concentrated on the final course projects and works. There are work groups –“cocoon” in the technician departments of Japan universities. Head of each cocoon is professor which has assistant professor, doctors, assistant doctors, PhD. students, MA students, final course students. The professor manages researches of cocoon[34]. One piece of wide research is given to final course students as a final work by group. As in the mosaic every student makes their pieces and puts them into completeness. In Kyrgyzstan final course student choose himself one supervisor and works with him. The final course works contain different themes. Also these works made in a short time; therefore, it is used just to finish university.

3.      There is a leader in the technician research projects which lead other members. The leader of the project could be professor or somebody else. The main specialty of technician education is emphasis on specialization begins since first course. There are no researches projects in the Kyrgyz High Education and specialization begin just since the third course. As a continuation of the USSR education. Kyrgyz universities give general education in the first two years[35].I think that specialization should begin more earlier and except of general culture lessons all unnecessary lessons should be thrown  away in the general education. For example, statistic course is necessary to history department but advanced mathematic is unnecessary.

4.  Education language is only Japanese in the education system of Japan. Kyrgyz Government has education in 6 languages (Kyrgyz, Russian, Uzbek, Tajik, Uighur, Dungan)[36]. This condition decreases the quality of education and it is a big burden to the economy of Kyrgyz Republic. Also it is harmful for republic integrity and completeness. Kyrgyz language should be the only education language. Although the Kyrgyz language is the first compulsory education language in the Kyrgyz education system, non-Kyrgyz citizens are not interested in national language. It is a defect of the Kyrgyz language teachers. Easy exams in Kyrgyz are the reasons of the fact our people do not know Kyrgyz. Consequently government should give more importance to the Kyrgyz language.

5.      There is one hour in a week of moral lesson in the 12 years education program of Japanese schools[37]. Such lessons are important to motivate students to school. It is also started to be given the   moral lessons in Kyrgyzstan since 2003.  We cannot take good results and we cannot spread these lessons to all schools by the reason of deficiency of specialist teachers. Moral education should vaccinate safety, confidence to students  and motivated them. It should be emphasized that there are many works and professions in which every person could be successful. If the person believe and trust yourself, hard worked it should be expressed that he /she will obtains necessary skills[38].

6.      The role of teacher is very important in promotion of education quality and in education reforms in Japan and Kyrgyzstan. Japanese must have bachelor degree to become teacher in schools. There is a little amount of teachers who had bachelor degree in Kyrgyzstan, generally most teachers of primary schools finished vocational schools. Kyrgyz Ministry of Education should require university degree for primary school teachers[39]. Government continues such practice by the problem was caused by deficiency in the teacher profession.

7.      Primary education in Japan is six years. For comparison, the primary education in Kyrgyzstan lasts four years. If the four year primary education proceeds to 5 and 6 years education it will be effective way give vast basic knowledge to primary school age children. There are constantly review lessons books according to modern time necessities in Japan when Kyrgyz education system continues to use old Soviet textbooks. We need to press new lesson’s books to grow young generation of 21^st century in the direction of democracy, humanism, internationalism principles.

8.      It is very important to begin education in early ages according to Japanese education thought. They expressed it by proverb “Young tree is more flexible”[40].Japanese children go to kindergarten since 3 years and have serious education in these schools. The peculiarity of kindergartens in Kyrgyzstan is not an education for children;. parents take off children to kindergartens, because there is nobody to look after them.  Kyrgyzstan should give further importance to kindergartens, because fundaments of education are laid there.

9.      Japanese education is not limited by organized education in the universities and schools. Education is a work which making in the homes and society at the same time. Education problems generally charge on government as continue of old habits. Therefore the main duty / honor of Kyrgyz nation are to bring up young generations very well.

10.  Japanese consider the best method of learning is practice[41]. Science improves with a practice, technology is warned, developed and direct the science[42]. Japanese give high importance to practice when Kyrgyz education system gives further importance to theoretic methods. As in the Japanese model Kyrgyz education should complete theory and practice together and promote practice education.

11.   Japanese consider practicing national games in a physical training lessons[43]. It is very important. The practice of Kyrgyz national games would educate national culture to next generations.

12.      Necessities and choices of business world have strong influence on Japanese education system. Employers analyze education activities of candidates in details. They take into consideration students participation in clubs. But the last time, business world is more interested in the question which school graduated the students[44]. Firms send representatives to schools, their talk with responsible chiefs just after it they take members to work. There are little work possibility in Kyrgyzstan, also students cannot improve themselves consequently amount of unemployers increase day by day.

13.   Organizing children to groups since kindergartens in Japanese education system encourage students to group work-synergy[45]. Group works are very important in Japan[46]. It is a help to students to be more sociable, more active, realize yourself in their future life. Kyrgyz education should encourage students to synergy.

14.      According to new education program which is completed after the1990s. It is paid longer time to learn native language, especially in the first and second levels of primary education in Japan[47]. Second official language –Russian and international language –English disturb learning Kyrgyz even in Kyrgyz schools.

15.       The 30 percent of time in primary education is reserved to elective lessons. They are house works, to fold paper etc. Students can elect foreign language, society studies, natural sciences, physical culture, house works, music and art lessons in the secondary school. Also children can participate in out class activities[48]. There are no electoral lessons in the Kyrgyz education system. The electoral lessons and specialist teachers would increase quality of education. Also it rises  pupil’s interest in lessons because they select teachers and lessons themselves.

16.          There is necessity to take apart to be a member of some clubs in the Japanese schools. Japanese students organize clubs. Clubs are important to make students more sociable and active.  Kyrgyz education system should open and spread different kinds of clubs. It is useful by the point of to be in harmony with social life, to increase self – confidence, realize yourself, and evaluate time out of lessons.

17.  According to new education program after 1990 Japanese language divided to three departments. Japanese language is taught since 1990 according to new education plans in Japan. They are: expression of Japanese language, classic Japanese and Modern Japanese. This system could be taken as an example also in Kyrgyz Republic and work as expression of the Kyrgyz language, Kyrgyz language in the epos “Manas” and modern Kyrgyz language.

18.   Application of 5 day education in a week, out of high education, as in Japanese education system is useful for rest of students. By this reason import of this newness would be good

19.  Japanese uses 6+3+3 system but in Kyrgyz Republic this system is 4+5+2.It means that in Japanese schools are 12 years study and in KG it is 11 years. For this moment Kyrgyz schools would also apply for 12 years system, however, in some Kyrgyz schools this system is already being used as an experiment. For us 12^th grade is important to prepare student for its future.

20.      In 1996 with the document “Ideal image of Japanese person” Japanese aimed to recover from moral education view of USA. Japanese tried to save national customs and specialties. In 1992 Kyrgyzstan applied new changes in education by law “About Education”. However ,at the moment Kyrgyz education system has not recovered from old Soviet system’s norms.

21.      Period of Tokugawa is very spread teaching method of education, it is based on discussion of topics by group of students after being introduced the main theme and at the end each student makes his own decision by own point of view. In Kyrgyz schools, generally, students are passive , they do not discuss the theme, but only listen to teacher’s opinion and lectures ,that is why students should be activated.

22.      The role of professional technical education system was very important in development of Japan. The remarkable achievement of modern Japanese education history is enough amounts of qualified personnel which were trained in professional schools and institutes since 1868. There is necessity to extending of professional –technician schools in Kyrgyzstan[49].

23.      Technologic education begins from childhood in kindergartens in Japan. Students carried to technology and industry museums, big factories and centers of production by excursion purpose. They have special hours in their lesson programs to such activities. Students should go to excursion to different museums and production centers in Kyrgyzstan.

24.      Primary school students in Japan read their favorite books about 15 minutes before lessons begin. It is effective method to introduce children with books. It would be useful to import this method to Kyrgyz education system.

25.      Foreign language lessons take place in lesson’s program just since secondary school. The aim of this system is to teach children to the native language very well. The study of foreign languages begins since the first class in Kyrgyzstan. It is main reason of that our children don’t know Kyrgyz enough[50]. There are study three languages (Kyrgyz, Russian, English; non-Kyrgyzes and non-Russians also learning Tajic, Dungan, Uzbek, Uighur languages as a native languages.) in a primary school of Kyrgyzstan. 14 hours of the total 24 hours week- lesson program are reserved to learn these languages.

26.      The lessons in the Japanese high- school education system are interrelated. For example within social studies lessons are: Modern society studies Japanese history, world history, Geography, Ethics, Political science and Economy. Whereas every lesson is taught separately in Kyrgyz education system. If we unite some lessons in the Kyrgyz high schools, we will fill the gap of teachers and would make establish logical relation between the lessons.

27.  Some courses taught in the Japanese secondary schools Kyrgyz students can take just in a university program. For example such lessons as Ethics, Political Studies, Statistics, Analysis, and Modern Social Sciences. People who do not graduate university never taught lessons which so necessary in our life. Consequently these lessons should enter to Kyrgyz schools.

28.  In order to establish a communication balance between schools and families children carry a kind of diary that consists information of health conditions and different activities. These so-called diaries are filling by mother and teacher about home, school activity; such system could be practiced in the Kyrgyz education.

29.  On the question of class leader every Japanese student could be a class leader in turn. So it is an effective method to improve management quality of students. It can be recommended to be a class leader in turn, for the whole students in Kyrgyz schools. Because is not right when one person is chosen to one education year as a leader.

30.  Kyrgyz education system loads information to students[51]. Such system is more develops capacity of memory. But modern education should work to develop creativeness of students; according to Japanese it is very important to have such lessons as music, art lessons in the lesson’s program. They think that such lessons make progress in the ability of creativeness. There are not music or art lessons in the Kyrgyz high school (9-10-11). It is important to include fine arts and hand arts to Kyrgyz education system as a necessary or elective subjects.

31.  Television companies, radios and T.V. channels take a part in education. Distance education lessons of high schools are followed up by these publication channels[52]. It will be useful for education to use radio and T.V in Kyrgyzstan. Especially using radio in country regions of Kyrgyzstan will be an effective method of distance education.

Briefly, these projects are not the only measures. It is possible to introduce more methods, innovations and developments to the Kyrgyz education system.

December 2007

Saltanat Kydyralieva: PhD Candidate, Istanbul University