what is the importance of education in japan today

Everything you want to know about Japan

Why is Japan’s education system so good?

1. introduction.

Japan’s education system is widely regarded as one of the best in the world. It has been consistently ranked as one of the top performing countries in international tests such as the Programme for International Student Assessment (PISA). So, what makes Japan’s education system so good? In this article, we will explore what makes Japan’s education system so successful and why it is considered to be one of the best in the world.

2. Japan’s Education System Overview

Japan has a comprehensive and well-structured education system that covers all levels from pre-school through to higher education. The Japanese government places great emphasis on education and invests heavily in it, spending around 6% of its GDP on educational services each year. As a result, Japanese students consistently outperform their peers in other countries on international tests such as PISA.

3. How Japan’s Education System is Structured

The Japanese education system is divided into three stages: elementary school (6 years), junior high school (3 years) and senior high school (3 years). After graduating from senior high school, students can choose to pursue further study at university or vocational college or enter the workforce directly.

At each stage of schooling, there are a range of courses available for students to choose from depending on their interests and abilities. For example, at junior high school level there are courses such as mathematics and science that focus on academic studies while others focus more on practical skills such as cooking or woodworking. This allows students to develop their strengths and interests from an early age, which can help them to excel later in life.

4. High Quality Teachers in Japan

In Japan, teachers are highly respected and valued for their expertise and dedication to their students’ learning outcomes. The government provides generous salaries for teachers which helps to attract talented individuals into teaching roles who are passionate about helping young people reach their potentials. In addition, teachers receive ongoing training throughout their careers which helps them stay up-to-date with the latest teaching methods and technologies so they can provide the best possible learning experience for their students.

5. An Emphasis on Discipline and Respect

Discipline is an important part of Japanese culture which is reflected in its educational system too; children are expected to show respect for their elders as well as follow rules without question or complaint. This emphasis on discipline helps create an environment where children can learn without disruption or distraction from other students while also developing important values such as respect for authority figures and self-discipline which will serve them later in life too.

6. Innovation and Creativity are Encouraged

Innovation and creativity are also highly valued by the Japanese educational system; teachers strive to foster independent thinking skills among their students through activities that encourage problem solving and critical thinking rather than rote memorization of facts or formulas only.This type of learning helps prepare young people for success in today’s increasingly competitive global economy where creative solutions often make all the difference between success or failure.

7 Early Childhood Education is Highly Regarded

Early childhood education plays an important role in laying a strong foundation for future success; children aged 3–5 attend kindergarten where they learn basic literacy skills such as reading, writing, counting etc., but also develop social skills like cooperation with peers,communication,empathy etc., all essential life skills that will benefit them both inside & outside classroom.

8 The Role of Technology in Education

Technology plays an increasingly important role in Japanese classrooms; computers & tablets have become commonplace tools used by both teachers & students alike.Educational apps & software help supplement traditional learning materials & make lessons more interactive & engaging,while online collaboration tools allow projects & assignments to be completed more quickly & effectively.

9 Conclusion

It is clear that Japan’s educational system offers many advantages over other countries; its emphasis on discipline,respect,innovation & creativity gives its students an edge over those from other nations.Furthermore,its commitment to providing high quality teachers along with its investment into technology ensures that young people have access to some of the best resources available anywhere.Ultimately,this combination has helped make Japan’s educational system one of the most successful worldwide.

Does Japan have good education system?

The countrys high-quality education system is internationally recognized. Decades of emphasis on the holistic development of children has enabled Japanese students to excel in a variety of subjects – they are particularly notable in science mathematics and engineering.

Why Japan’s education system is the best?

Japanese education prioritizes quality over quantity. According to a survey 85 percent of students in Japan are happy at school. Elementary school and junior high school/junior high school are compulsory in Japan. Japan ranks first among OECD countries in mathematics and science.

Why is Japan education better than America?

They approach Japanese education with great enthusiasm. Students study early for entrance exams and travel long distances to attend academically superior schools. It shows how much parents and young students value education — something Americans take for granted.

Why are Japanese students so smart?

Japans approach – rote learning accompanied by regular reviewing and testing – has proved hugely successful in establishing basic academic skills among pupils. The countrys literacy rate is frequently put at 99 percent.

How long is a school day in Japan?

about six and a half hours In general, kids have to be at school by 8:45 am. School finishes around 3:15 pm, so they have to be in school for about six and a half hours every day from Monday to Friday. However, most kids also attend after-school clubs, and many also go to juku (cram school) in the evening to do extra studying.

Why do students in Japanese clean their school?

This is related to Buddhism which teaches the importance of keeping the body and personal environment clean. When children learn early to clean up at school they often learn to do the same at home and in the community. The Japanese believe that a clean environment is a sign of focused mind.

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• Education in Japan

A Comprehensive Analysis of Education Reforms and Practices

• © 2019
• Yuto Kitamura 0 ,
• Toshiyuki Omomo 1 ,
• Masaaki Katsuno 2

Graduate School of Education, The University of Tokyo, Tokyo, Japan

You can also search for this editor in PubMed   Google Scholar

Gakushuin Women’s College, Tokyo, Japan

• Provides a comprehensive portrait of education in contemporary Japan
• Illustrates the current status and problems regarding reforms and practices in the field of education in Japan
• Provides responses to the global trends of educational reforms in the context of the knowledge-based society in the 21st century

Part of the book series: Education in the Asia-Pacific Region: Issues, Concerns and Prospects (EDAP, volume 47)

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Table of contents (14 chapters)

Front matter, background and context of education system in japan.

• Yuto Kitamura

The Education System in Japan

Primary and secondary education.

Toshiyuki Omomo

Higher Education in Japan: Its Uniqueness and Historical Development

• Hideto Fukudome

Restructuring of Social Education and Lifelong Learning and Community Governance

• Jeongyun Lee

National and Local Educational Administration

• Yusuke Murakami

Educational Issues in Japan

The relationship between teachers’ working conditions and teacher quality.

• Masaaki Katsuno

Lesson Study

• Yasuhiko Fujie

Teacher Narrative Description

• Sachiko Asai

A History of Schools and Local Communities in Modern Japan

• Yoshihiro Kokuni

Background of “Individualized Meritocracy” Among Japanese Youth: Social Circulation Model of Postwar Japan and Its Collapse

Discussing the “multicultural” in japanese society.

• Ryoko Tsuneyoshi

Higher Education Reform: Focusing on National University Reform

• Akiko Morozumi

English Language Teaching and Learning in Japan: History and Prospect

• Yoshifumi Saito

Safety Education from the Perspective of Education for Sustainable Development (ESD)

Back matter.

• Education Governance in Japan
• Education quality assurance
• Educational reform
• Equity in education
• Japan education systems
• Japan educational policy
• Lesson study in Japan
• Teacher education in japan

About this book

Editors and affiliations.

Yuto Kitamura, Masaaki Katsuno

About the editors

Bibliographic information.

Book Title : Education in Japan

Book Subtitle : A Comprehensive Analysis of Education Reforms and Practices

Editors : Yuto Kitamura, Toshiyuki Omomo, Masaaki Katsuno

Series Title : Education in the Asia-Pacific Region: Issues, Concerns and Prospects

DOI : https://doi.org/10.1007/978-981-13-2632-5

Publisher : Springer Singapore

eBook Packages : Education , Education (R0)

Copyright Information : Springer Nature Singapore Pte Ltd. 2019

Hardcover ISBN : 978-981-13-2630-1 Published: 18 January 2019

eBook ISBN : 978-981-13-2632-5 Published: 09 January 2019

Series ISSN : 1573-5397

Series E-ISSN : 2214-9791

Edition Number : 1

Number of Pages : XII, 241

Number of Illustrations : 23 b/w illustrations

Topics : International and Comparative Education , Administration, Organization and Leadership , Educational Policy and Politics

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Education System in Japan: All You Need to Know

• Study in Singapore After 12th

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Updated on 08 November, 2023

Shivangi Mishra

Sr. content editor.

Did you know Japan's literacy rate is around 99%? Various studies have found that Japanese students lead the world in numeracy and literacy skills. So, what is it about the education system in Japan that students excel in academics and perform consistently at a professional level as well? In this article, we'll touch upon the essential aspects of Japan's education structure, highlighting what makes it unique and well-known worldwide.

Table of Contents

Education system in japan: why it stands out, elementary education (grades 1 to 6).

• Middle or Junior High School (Grades 7 to 9)
• High School (Grades 10 to 12)
• Higher Education System in Japan
• How is Japan's Education System Better than India's

Japan proudly holds the stature of one of the world's most literate and technically advanced nations. Take a look at the following unique facts about the education system in Japan: 

• Japan shares the second spot alongside Korea as the second highest-performing OECD country with 520 points in Programme for International Student Assessment (PISA). 
• Students in Japan hardly ever repeat their grades in Junior High School or Elementary School. 
• Moral science class is mandatory for students between the age of 6 to 15 years in primary and secondary school in Japan. 
• There is a strong emphasis on group learning in Japan, where students frequently collaborate on projects. 
• In Japanese schools, students are asked to clean classrooms as part of their learning experience. 

A Look into the School Education System in Japan

From its age-specific curriculum to its emphasis on extracurricular initiatives, the education system in Japan is one of the best in the world, promoting well-rounded development . 

The basic education system of the country consists of elementary school (six years), pre-secondary or middle school (three years), senior secondary or high school (three years), and college or university (four years). Compulsory education lasts nine years through elementary and middle school, and most students opt for higher education. 

Elementary education in Japan starts at age 6 and follows pre-primary education at kindergartens and daycare centres. The subjects mainly taught include Japanese, English , Mathematics , Social Studies , Science, Crafts, and Moral Education, complemented by Arts , Music , and Physical Education . 

Middle or Junior High School (Grades 7 to 9) 

The middle school spans three years, comprising grades 7 to 9 and children roughly between the ages of 12 to 15 years. In contrast to elementary levels, the students acquire advanced knowledge of topics in various subjects such as Social Studies, Mathematics, Fine Arts , and Science, among others.

High School (Grades 10 to 12) 

Even though high school or upper-secondary education is not compulsory in Japan, almost all students passed through middle school go for high school education. They usually enter a general academic stream that, after grade 9, divides into vocational courses. 

Vocational courses fall into three categories: technical, agricultural, and commercial. Some academic and vocational high schools have special departments for comprehensive course programs, home economics , social welfare, fishery, arts, nursing , information science , physical education, music, and international relations .

Higher Education System in Japan 

In Japan, higher education is not mandatory for students after high school. But those who wish to pursue higher studies in Japanese universities appear for an entrance test. Pupils would also have to meet other eligibility requirements listed by their interested university.

In general, the higher education system in Japan is divided into five types:

Higher education system in Japan currently has 86 national, 101 public, and 620 private undergraduate-level universities, and 14 public and 295 private junior colleges. Additionally, there are 86 national, 89 public, and 482 private Graduate schools.

How is Japan's Education System Better than India's

The Japanese education system is considered one of the best in the world, renowned for its high-quality educational content, holistic approach, and strong emphasis on ethics and morals. 

Nine years of elementary and lower secondary/middle school education is compulsory in Japan and is provided free of cost by public and national schools in the country. As a result, almost 99.98% of the students receive primary and lower secondary education in Japan. Afterwards, pursuing higher education is a choice, and even then, nearly all Japanese high school students decide to study further. However, Universities in Japan offer admission with notoriously competitive entrance exams. 

In contrast, India has taken several legal and policy measures, such as the Right to Education, to improve access to education in the country. Even then, many children do not get the opportunity to attend primary schools – especially those from underprivileged sections- owing to a lack of awareness and growing population size.

Further, the education systems of both countries cover a wide range of disciplines, including arts and humanities. However, Japan's curriculum strongly emphasizes and makes it compulsory to study Science and Math, among other subjects. 

Summing up, equity in education, a well-rounded approach to teaching, and a focus on discipline and ethics are all hallmarks of the education system in Japan.

Related Topics:

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best-universities-in-japan

Is education free in Japan?

In Japan, compulsory education that is from primary to lower secondary education by national and public schools is offered free of charge. In higher education, around 77% of institutes are private, and the remaining are public. They charge tuition fees for international students. However, there are scholarships available.

How long are schools in Japan?

Typically, Japanese schools are about six and a half hours from Monday to Friday. However, most children also participate in after-school clubs and attend Juku (cram school) in the evening for tuition.

Is Japan education system good?

The Japanese education system is considered one of the best in the world, renowned for its high-quality educational content, holistic approach, and strong emphasis on ethics and morals. The country has an adult literacy rate of 99%.

She is an experienced writer and journalist who has extensively covered the education sector in India and Abroad. Now helping Indian aspirants realise their foreign education dream by providing them with relevant content and information through upGrad Abroad. Amateur traveller, loves to read Architectural Digest!

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• December 7, 2023

What is Multicultural Education?

Multicultural Education is a comprehensive approach that aims to provide an educational experience that promotes diversity, multicultural awareness and inclusion. Its primary goal is to help students understand and value both differences and commonalities among various ethnic, racial, and socioeconomic groups, while also acknowledging their achievements.

This educational framework celebrates the richness of cultural diversity and creates a fair and inclusive learning environment. It encourages critical thinking, confronts discrimination, and encourages empathy. Students are presented with different perspectives on cultural and historical events, exposing them to a wide range of cultural views.

Dimensions of Multiculturalism

The main goal of multicultural education is to help students understand and appreciate cultural differences and similarities. Students also learn about the achievements and contributions of diverse ethnic, racial, and socioeconomic groups. 

In the classroom, diversity takes on various forms that educators should recognize before integrating multiculturalism. Diversity includes factors such as race, ethnicity, religion, language, sexual orientation, gender identity, and socioeconomic status. These aspects play a significant role in shaping students’ experiences in society. They influence how they perceive themselves and others during classroom interactions.

There are various strategies that educators (teachers, administrators, school principals, and coaches) use to implement diversity in schools. The goal is to always cultivate multicultural awareness, strengthen each student’s sense of identity, and promote inclusivity.

Some of these strategies include:

• content integration
• teaching methods
• the knowledge construction process
• prejudice reduction
• equity pedagogy
• creating an empowering school culture and social structure.

How to Incorporate Multiculturalism and Promote Diversity in Classrooms?

Modifying curriculum content.

One method of promoting diversity in the classroom is through modifying curriculum content. This involves integrating concepts, values, and materials from various cultures into their lesson plans. There are various ways that teachers will do this. The method will depend on the cultures represented in the classroom and the course being taught.

For example, Japanese social science classes might explore the history and culture of countries beyond Japan. This would give students a holistic understanding of the world and create a more inclusive learning environment. It is essential to deliver these lessons respectfully, avoiding stereotypes.

Teachers also enhance learning by inviting diverse speakers with a wide range of viewpoints. This enriches students’ learning experiences and provides real-life context for the subjects being discussed. Regardless of the topic, educators should consistently connect lessons to real-world issues. This will enhance students’ multicultural awareness with tangible, relatable examples from their daily lives.

Adapting Teaching Methods

In multicultural classrooms, educators promote diversity by adjusting their teaching methods. The goal is to enhance academic performance while acknowledging and respecting cultural differences. This means understanding each student’s unique cultural background, learning styles, and communication preferences. For example, students learning English receive additional support to help with their comprehension of course materials.

To deepen cultural understanding, many international school curriculums move away from traditional lecture-style teaching. Instead, they promote interactive and exploratory learning. This approach encourages students to delve into and appreciate their own cultural backgrounds. This creates a stronger sense of personal identity and a genuine appreciation for the diversity that is within the classroom.

Crafting an Inclusive Classroom Environment

In today’s multicultural classrooms, especially in International schools, creating an inclusive atmosphere is important in ensuring that every student feels welcomed. Educators employ various strategies to achieve this goal.

A foundational step involves acknowledging and respecting each student. By doing so, teachers actively encourage students to embrace and appreciate not only their own diverse backgrounds but also those of their fellow classmates.

Another approach involves developing a personal understanding of each student. Educators learn about their culture, interests, and personalities. This genuine interest establishes trust, nurtures connections, and instills a sense of genuine worth. When students feel at ease with their teachers, they are more likely to engage with other educators and peers. This promotes a strong sense of inclusion.

Continuous communication throughout the school year is equally important. This enables students to openly discuss their classroom experiences, allowing teachers to gauge their feelings of inclusion. The feedback can then be used to identify and address any issues, ensuring a dynamic and inclusive learning environment.

Practice Cultural Sensitivity

Cultural sensitivity is important in multicultural education. It reduces student prejudices related to race and  ethnicity. It also encourages tolerance for different backgrounds. Teachers play a crucial role in creating inclusive classrooms that respect everyone’s culture, beliefs, and language.

To enhance cultural appreciation, educators go beyond the traditional classroom setting. They seamlessly integrate cultural elements into extracurricular activities such as field trips, guest speakers, events, and learning projects. These experiences serve to deepen students’ understanding of a variety of cultures.

Equity-Focused Instruction

Educators are dedicated to providing instruction that is focused on equity. This approach is designed to address systemic inequalities and offer support to students who may face barriers due to their cultural background or other differences. The ultimate goal is to establish a fair and equal learning foundation for all students, regardless of their background.

Teachers aim to adapt their instructional methods to accommodate the cultural differences among their students, with a primary focus on promoting academic achievement. Schools must also proactively identify and address elements within the education system that may impede the learning process. 

The ultimate goal is to empower families and students from all backgrounds to ensure the full development of every student. By removing barriers and promoting student empowerment, educators pave the way for a more inclusive and equitable learning environment, where every student can thrive and reach their full potential.

Student Empowerment and Flexibility in Learning

Empowering students is a fundamental aspect of effective education, contributing to the creation of a more inclusive and enriching learning environment. While traditional curriculums often adopt a strict and authoritative approach to classroom management, it is essential to provide students with freedom and flexibility.

Recognizing that some of the most valuable lessons are learned through a student’s own experiences, it is important to empower students to explore the curriculum in their own way. This approach establishes a stronger connection between students and the subject matter. Multicultural curriculums allow students to research, read, and present materials tied to curriculum lessons. This allows them to approach topics from their unique perspectives.

Teachers become facilitators, encouraging open conversations and healthy debates, with varied opinions. This educational approach gives students the knowledge, skills, and confidence to navigate a culturally diverse world with different viewpoints.

Collaborative Learning Environment

Promoting collaboration in multicultural classrooms is beneficial, as it teaches students to work effectively in diverse groups. Group assignments serve as a platform for students to be exposed to different perspectives. This thereby prepares them for a multicultural world.

These experiences not only prepare students for real-world situations but also enhance multicultural awareness and create a strong sense of belonging.

Benefits of Diversity and Multicultural in Education

Development of Critical Thinking Skills

Multicultural education exposes students to diverse cultural backgrounds and experiences both within and outside the classroom. 

This allows students to have a deeper understanding of other cultures and perspectives. Students are encouraged to question assumptions, consider different points of view, and analyze situations, which are vital components of critical thinking and problem-solving. 

Cultivating Collaborative Skills

Multicultural education plays an important role in instilling global awareness in students. It equips them with the ability to interact effectively with individuals from different cultural backgrounds. It also helps them to appreciate different cultures.

Students are better prepared for situations that will require collaboration. It also helps them to understand and respect differences in the real world. This skill is valuable for further education and careers that require interaction with colleagues, clients, or partners from diverse backgrounds.

Multicultural Education in Japan

Multicultural and global awareness.

Multicultural education encourages students to learn about and appreciate the experiences and challenges faced by individuals from different cultural backgrounds.

This firsthand exposure to diverse narratives and perspectives helps students develop empathy, as they can relate to the experiences of others.

Students are more likely to become understanding, compassionate individuals, which contributes to a harmonious and inclusive society where differences are celebrated rather than discriminated against.

The Central Role of International Schools in Fostering Multicultural Education

“An education in a multicultural environment is arguably one of the most important kinds of education a person can receive. The ability to perceive the world from different perspectives, and understand and empathize with people who hold different values and beliefs is, undoubtedly, a foundational, part of a peaceful, engaged, and prosperous society.” One World International School Osaka, Principal Greg Culos

I nternational schools naturally embrace multicultural education as a foundational principle. They offer students a unique environment to engage with individuals from various cultural backgrounds. This exposes them to diverse ethnicities, religions, and perspectives.

They also equip students with vital skills like adaptability, critical thinking, teamwork, and problem-solving. This holistic approach not only prepares students for an increasingly interconnected world but also nurtures them to become informed global citizens. It provides a well-rounded education that empowers them to actively engage in global affairs.

International school curriculums are well-known for multiculturalism and their diverse educational methods. Emphasizing inclusivity, cultural appreciation, and vital transferable skills, these schools prepare students for success in a global landscape. This makes them an ideal choice for foreign nationals and internationally-minded parents.

In conclusion, multicultural education is important for preparing students for an interconnected world by promoting diversity, multicultural awareness, and inclusivity. This is especially important in Japan as it undergoes a significant multicultural shift.

This educational approach develops critical thinking skills, teamwork, and global awareness while nurturing empathy. It does this by modifying curriculum content, adapting teaching methods, and fostering an inclusive classroom environment.

International schools in Japan, with their diverse curriculums and commitment to inclusivity and cultural appreciation, play a central role in advancing multicultural education. They offer both foreign and Japanese students the unique opportunity to explore various cultures and perspectives, preparing them to thrive in an ever-diversifying world.

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class JAPANESE EDUCATIONAL SYSTEM

About Japanese Educational System and Japanese Schools.

Curriculum Outline

The Japanese school system primarily consists of six-year elementary schools, three-year junior high schools and three-year high schools, followed by a two-or-three-year junior colleges or a four-year colleges. Compulsory education lasts for 9 years through elementary and junior high school. School exchanges during Japan Educational Travel are mainly implemented in junior high and high schools. For physically or mentally challenged students, there is a system called “Special Needs Education” to support special students to develop their self-reliance and thus enhance their social participation.

School Education Chart

Introduction to Schools in Japan

Event school timetable.

Public schools in Japan have classes five days a week, from Monday to Friday. There are also schools that have classes on Saturday. In junior high and high schools, there are six class periods each day, typically lasting 50 minutes for each. After classes, students clean the classrooms in shifts and then start their club activities. There are a variety of clubs such as cultural and sports ones.

An Example of School Timetable

event Academic Calendar

In principle, the school year begins in April and ends in March of the following year. Most schools adopt a three-semester system, with the first semester from April to August, the second semester from September to December, and the third semester from January to March. There is also a summer break (from the end of July to the end of August), a winter break (from the end of December to the beginning of January), and a spring break (from the end of March to the beginning of April).

An Example of Academic Calendar

event School Organization

Each school has a principal, a vice principal, teachers, a school nurse, and other administration staff. As the chief executive, the principal assumes all responsibilities of the school, including the courses provided and related administrative work. The vice principal supports the principal to manage administrative affairs of the school and to be in charge of student’s educational activities and curriculum as well. Furthermore, in order to ensure school’s smooth operation, teachers take on various responsibilities, such as taking care of educational activities, students’school life, and employment guidance for students after graduation. Many schools also establish their own committees, for example a International Exchange Promotion Committee, and others.

Related Information

Special Features of Japanese Education

About Features of Japanese Education.

event Regarding the Level of Education

The level of Japanese education is high even by world standards. In OECD’s Programme for International Student Assessment (PISA) aimed at fifteen-year-olds, Japanese students recorded high levels of achievement, particularly in science related areas. Educational activities outside of school also flourish, and programs leading to advanced education are implemented. Enrollment in high schools, the second-half of secondary education, reaches over 90%, and the enrollments in college are also high reaching over 50%. Admission to high schools and colleges is mainly through entrance exams, held from January to March. Source: OECD

location_city Foreign Language Education

English is a compulsory subject in junior high and high schools. There are also elementary schools that introduce English education from intermediate grade classes. In some high schools, apart from English, students are also allowed to take courses in Chinese, Korean, French, German, etc.

location_city Student Clubs

Student clubs are a characteristic part in Japan’s school education. Under teachers’ guidance, students with the same interests in sports, cultural activities, or fields of study voluntarily gather together after classes and on days off. There are also numerous student clubs revolving around Japanese traditional sports and culture, such as judo, kendo(Japanese swordsmanship), sado (Japanese tea ceremony), kado (Japanese flower arrangement), shodo (Japanese calligraphy), etc. Club activities also provide students with the chance to participate in school exchange and friendly matches.

Sports Clubs

• Track and Field
• Kendo (Japanese swordsmanship)

Culture Clubs

• School Band
• School Choir
• Kado (Japanese flower arrangement)
• Sado (Japanese tea ceremony)
• Shodo (Japanese calligraphy)

check 学校交流する場合のポイント

Check_box 1～3月は受験シーズンのため交流は難しい.

海外における教育旅行は、それぞれの国・地域によって特徴が異なると考えられるが、日本で現在受け入れている教育旅行は、日本の修学旅行のように、教師等の引率者と児童生徒で構成される団体旅行として実施されることが多い。

check_box 英語での交流が可能

Check_box 部活動も充実, stories of school exchanges.

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Education in Japan - statistics & facts

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The importance of higher education for women in japan.

Yoshiro Mori, president of the Tokyo Organizing Committee of the Olympic and Paralympic Games, was recently forced to resign after his derogatory comments about women triggered a backlash of public criticism both at home and abroad. The Basic Act for Gender Equal Society came into effect on June 23, 1999, to promote the formation of “a society in which both men and women, as equal members of society, are given opportunities to freely participate in activities in any fields of society and thereby equally enjoy political, economic, social and cultural benefits as well as share responsibilities.”

In 2003, the Japanese government set out a target of “increasing the share of women in leadership positions to at least 30% by 2020 in all fields in society” (known as “the target of 30% by 2020”). The country missed this target and, according to one Japanese newspaper, Japan is “a lap behind the rest of the world on gender equality.” It is ranked 121st in the world out of 153 countries on gender equality according to the World Economic Forum’s Gender Gap Index (GGI), released in December 2019 (Japan was ranked 110th out of 149 countries in the previous survey).

How difficult is it being a woman in Japan today? What steps does Japan need to take to address this? To gain further insight on these issues, I spoke with Professor Nobutaka Kurihara, president of Kobe Women’s University and Kobe Women’s Junior College. Kobe Women’s University and Kobe Women’s Junior College provides a comprehensive range of higher education opportunities for women (eight graduate programs in four graduate schools for post-graduates, 10 academic departments in four faculties for undergraduates, one specialized program and three junior college departments).

Editor's note: The interview was conducted in Japanese and Sugita is solely responsible for translation.

Yoneyuki Sugita : The New York Times suggested this episode (Mori's comments) was more than just a gaffe by Mr Mori and that it highlighted a fundamental issue in Japanese society, namely its entrenched male-dominated power structures. Where do you think Japanese society is now in terms of gender parity? Is Japan a difficult society for women to live in?

Nobutaka Kurihara : Unfortunately, there is still a perception in Japanese society that men and women are not equal. You could actually ask if there are any countries where men and women are truly equal. I suspect the answer is “Very few, if any.” However, Japan does seem to be a particular laggard in terms of its efforts to improve gender equality.

Physiologically, it is true that men and women have their own strengths and weaknesses. You could argue that it might be more beneficial for humankind if men and women utilize their respective strengths to a mutual advantage. However, from a gender perspective, this is just a blanket generalization . While there are large individual differences between men and women generally, in the case of men, some men are not good at the things men are supposed to be good at and some are good at the things women are supposed to be good at. Conversely, the same applies for women. Although this might not apply in a primitive society where food and resources are scarce, my feeling is that modern society is most efficient when, rather than dwelling on collective strengths and weaknesses, individuals focus on what they are good at and concentrate on making an active contribution in that. In today’s post-war society where the ideal is that “All of the people shall be respected as individuals,” this might be too obvious to mention.

On the other hand, as I said at the outset, it cannot be denied that there are aspects of Japanese society where the idea of male superiority still persists. Although I am no expert on this and could be wrong, my understanding is that, from a historical perspective, women in Japan enjoyed a more elevated social status from ancient times up until the Muromachi period [from around the 14th to 16th century], but that for the 300 to 400 years after that, during the Edo period for example, it was men who were perceived as having a higher status. On that basis, we should have reached gender parity about 75 years ago. However, it is still the case unfortunately that the notion of male superiority persists in Japan. Nevertheless, for my part, when I consider the last 30 years, I feel that there has been a definite change in people’s attitudes, especially young people.

In terms of male-dominated power structures, I believe that change will come as the younger generation starts to play more active and leading roles in different areas of society, even if this takes time. I used to think that these structures were originally established by men. However, from my dealings with students as a faculty member over 20 years ago, before I took up my position at this university, I soon realized that women themselves have actually helped to create and support these structures. For example, if a female student is planning on going to graduate school, people say “You’re a woman. You don’t need to study so hard.” If she gets a job and pursues a career, she is told “If you carry on like that, you won’t be able to get married. You won’t find true happiness as a woman.”

Actually, I remember being staggered by the fact that it was often students’ mothers who said this rather than their fathers. What parent would say to their son, “Boys don’t need to study too hard” or “Don’t spend too much time working, otherwise you’ll never get married”? I heard stories like this over and over again and that convinced me there was still a need for women’s universities and higher education facilities for women in modern Japan. At least until the time when there are as many women as men going on to graduate school. However, this is not something that students hear from their mothers so much anymore. Also, the students themselves are more dedicated about going on to higher education and getting a job. This does not just apply to our university. Japanese society has changed over the past 30 years, and you wonder how these male-dominated power structures can carry on for much longer.

Sugita : Acknowledging that Mr Mori’s remarks were inappropriate, some people actually came up with a different point of view, suggesting his political influence, personal connections and skills meant he was one of a kind and it would be next to impossible to replace him with anyone. Can’t we just pass over his comments as a bad joke? If we want a truly diverse society that recognizes freedom of speech, perhaps we need to accept that everyone has his or her own point of view, even one such as Mori’s. What is your view on this?

Kurihara : I do not know Mr Mori personally, but I imagine that he is a very skillful coordinator. So in that respect, it might be hard to find a replacement. Even Saburo Kawabuchi, with all his success in leadership of various sporting organizations, including the J.League, could not take on the role in the end.

Based on my understanding, I think that Mori’s comments were absurd, but more importantly I think they were totally misguided. In the first place, for example, saying “Men or women are such and such” or “XX always do such and such,” in other words crudely generalizing about race and gender, an attribution that such people can hardly change regardless of their efforts, and then, even worse, saying in a misleading manner contrary to the fact, that can only be described as discrimination. Couching remarks like this in terms of gender or nationality makes the intended meaning easier to understand.

Remarks like this are irritating enough even if someone says them in the bar after a few drinks. But for Mori to have made them in an official context, that is completely unacceptable. How would you have responded? You could have either stayed silent or you could have told Mori that his comments were out of order and nonsense. If you could have called him out on the spot, and he had apologized immediately and retracted what he had said, that might have been enough. On this occasion, however, that did not happen. The reason it has become such a big issue now is because this notion of male superiority is still entrenched in parts of Japanese society and remains prevalent among Mori’s contemporaries. I can only imagine how many women in his circle have had to put up with this kind of intolerable treatment in the past. So, if this unfortunate episode helps the next generation of women, including our own students here, avoid similar situations in the future, that is a positive development.

Sugita : Education is obviously extremely important in helping women to play a more active role in Japanese society. Japanese women were allowed to go to university after World War II. In 1948, prior to the creation of the national and public universities, approval was given for the establishment of five women’s universities, including Tsuda College. In 1966, the Faculty of Home Economics at Kobe Women’s University was established and this institution has made a major contribution to women’s education ever since. How do you see the role of women’s universities in light of the recent situation in Japan and around the world?

Kurihara : My specialty field is hygiene. In my international health classes, I teach students that the two essential requirements for demographic transition in developing countries are public health and women’s education. Reproductive health and rights are not just human rights issues – they are indispensable for the development of societies and countries, and women’s education is the basis for this. At the same time, when I am giving classes to my female students, I think about the children or grandchildren each of my students might have some day, and I wonder if they will pass on what they hear from me to the next generation of children. If so, the potential reach of my classes is enormous, it is a huge responsibility and it makes me feel nervous just thinking about it. For young children, the influence of parents, especially mothers, is huge and in this respect, women’s education is extremely important.

However, it is not the case that women’s education can only take place at women’s colleges. Obviously, it can happen in a coeducational setting as well. For a while after World War II, women’s colleges were essential because the university enrollment rate for women was so low. This university is also one of the universities and junior colleges founded in these circumstances. Currently, if we include women’s colleges, then the enrollment rate of women at university is close to that of men, including junior colleges, however, the rate is actually higher than it is for men. On this basis, it seems that women’s universities have largely fulfilled their original purpose.

However, as I mentioned earlier, the male to female ratio for graduate school enrollment is 2:1. So there still seems to be big differences in educational opportunities and approaches for males and females. Women’s universities have a significant role to play in terms of remedying this situation. In addition, it can be said that women’s universities provide female students with a wonderful environment as places of learning, allowing female students to devote themselves entirely to study with complete peace of mind. I would like to see women’s universities continue to grow so that they offer even more rewarding and advanced academic opportunities than coeducational universities – even to the extent that the best male students say they’d like to enroll. However, if that day comes, that really may be the time when there is no need for women’s universities anymore!

Sugita : As of 2018, there were 77 women’s universities in Japan, accounting for 9.8% of all universities (782 universities). In fact, Japan’s ratio is remarkably high compared with countries such as the U.S. with 1.3% (2016 data) or South Korea with 3.1% (2016 data). As the birthrate in Japan continues to decline, women’s universities and junior colleges are struggling to fill their admission quotas and are having to downsize or go coed or even close down. However, Kobe Women's University has increased its enrollment capacity from 860 to 880 in 2017. You have a 104% fill rate for undergraduates and currently have around 3,600 female students in total. In 2016, in terms of the number of students, Kobe Women’s University ranked 17th in the nationwide Women’s University Student ranking. In April 2022, you are planning to establish a Faculty of Psychology to offer psychology courses with a capacity of 320 students. When that is complete, you will have nearly 4,000 female undergraduate students here. Why did you decide to increase the number of admissions and create a new faculty against the backdrop of a declining birthrate? Do you think you can maintain a fill rate in excess of 100% in the future? How does this fit in with the role of women in Japanese society?

Kurihara : Unfortunately, many women in Japan were widowed around the time of World War II. The original aim of this institution was to educate these widows so that they could find work and provide for their children, as well as to train teachers who could return to their own home regions and educate the locals. Therefore, this institution started out as a clothes-making and apparel school, and later became a junior college, teaching nutrition as well as clothes-making. The scope of the education offered was then further expanded to train teachers because both men and women could play an active part on an equal basis.

In Japan at that time, it was still difficult for women to make their way in society. Our institution concentrated on those specific areas where women could demonstrate their skills and capabilities at that time. From the time the university was established, starting with the Faculty of Home Economics, moving onto the Faculty of Literature (including the Department of Education), Faculty of Health and Welfare and Faculty of Nursing, with the Faculty of Psychology due to be established in 2022, one of the principal aims of this institution has been to enable women to acquire the qualifications they need to make an active contribution to society, notwithstanding its male-oriented social structures. However, since its founding, our university has been more than just a stepping- stone to qualifications.

As well as helping them to acquire their qualifications, we are committed to giving students a thorough grounding in the underlying academic subjects and inculcating in them the joys of studying their specialty academic fields. A degree requires students to write a graduation thesis or equivalent whatever department they may be in. Most of our departments have graduate schools through to a doctoral program. In addition, we have established a number of departments purely for the purpose of academic study rather than for qualifications. The Research Center of Classic Performing Arts, one of Japan’s leading research institutes, is an affiliate institution.

By giving our students a solid academic grounding and enabling them to secure high pass rates in their qualification examinations, we aspire to be a university that nurtures students who can play an active and independent role in different areas of society, and to train researchers in different fields. We have a vision for how we would like this university to develop in the future, including our plans for new faculties, and we aim to continue contributing to society. By spreading the message about the education and the guidance we offer to students, I am confident that we can continue to be the university of choice against the backdrop of a declining birthrate.

In terms of the position of women in Japanese society, if I look at the progress we have made from where we were before to where we are now, I expect the differences in roles occupied by men and women to gradually diminish. For example, just as we are seeing an increasing number of male nurses these days, the traditional boundaries between “men’s jobs” and “women’s jobs” will fall away. As we move towards this future, while we must remain faithful to the university’s original traditions, we also need to expand the scope of our education and research, including occupations and academic fields which have traditionally been male domains as well as fields where women have excelled in in the past.

Sugita : In Japan, 149 junior colleges were originally established in 1950. One of these was Kobe Women’s Junior College. It’s no exaggeration to say that it has played a major role in the development of Japan’s junior colleges. However, even the Kobe Women’s Junior College had to cut the enrollment capacity of the Department of Comprehensive Life Studies from 150 to 120 in 2015, and the capacity of the Department of Food and Nutrition from 140 to 120 in 2017. In 2020, all of your departments are still below capacity. Do you need to take any drastic measures to improve the fill rate? Such as further reductions to the capacity, or closing down Kobe Women’s Junior College or integrating it into Kobe Women’s University? What are your thoughts on the role of junior colleges in light of the current situation in Japan and the rest of the world?

Kurihara : Well, it is certainly the case that the number of applicants for Kobe Women’s Junior College is declining. However, we have absolutely no intention of closing Kobe Women’s Junior College. The reason for this is because that the affection of the founder, Kaname Yukiyoshi, for her students and her passion for education are so deeply ingrained in the ethos of Kobe Women’s Junior College, much more so than in Kobe Women’s University. This is her legacy to this institution. Yukiyoshi lived an active life right up to the age of 99, and many faculty members here today were taught directly by her. They are the ones who carry on the tradition and spirit of this university for us, which they have inherited from her.

Even though the number of student enrollments has come down, we continue to have a large number of high quality students. While some students only want to study for two years right from the outset and then go out to find their way in the world, others might want to do a four-year course at university but then, for a variety of reasons, only end up staying there for two years. Many of these students actually end up switching to our university due to a change of heart or circumstances. We aim to be an educational institution that fulfills the various learning needs of all such students.

However, the free university tuition fee initiative which started last year in Japan may lead to a further reduction in the number of students choosing junior colleges. That initiative may suit some students, but it makes management of junior colleges even more difficult. It is difficult to come up with ways of dramatically increasing the number of applicants to improve the fill rate. Suffice to say we have a few things up our sleeve. I will not go into too much detail here, but we will start putting these into action from this coming spring.

Sugita : Here is the mission statement of your institution: “The purpose of our institution is to educate women who will help build a democratic and culture-oriented nation that will contribute to world peace and the welfare of humankind. To realize this goal, our institution aspires to educate women of character, who will strive to build a peaceful nation and society, respect truth and justice, appreciate the value of each individual, esteem work and responsibility, and develop an independent spirit in body and mind.” In a society “where women shine” and which promotes the “dynamic engagement of all citizens,” it is important that your students play their part as ambassadors of your university’s mission statement. What sort of contribution do you see them making to Japan and to the world generally over the next 100 years? What are your aspirations in this respect?

Kurihara : To reiterate, we want to nurture students who will act as leaders in their respective fields and who will play an active part in society, utilizing their qualifications effectively based on a comprehensive education with a solid academic grounding. We have turned out many researchers from this university. Even if they do not become researchers, all graduates from here have a researcher’s mind, able to effectively sift through the vast amount of information that flows through modern society. Based on this, we continue to nurture students who can assess this information logically and articulate their thoughts to others as appropriate, just as we have always done. In other words, our educational goals have been “Fostering self-reliance, communicative ability and creativity.” I have no doubt that our graduates will play a key role in Japan and the world at large, both today and 100 years from now, making an active contribution to society, their families and the people around them.

Yoneyuki Sugita is a faculty member of Osaka University, Graduate School of Language and Culture, currently working on AI and healthcare in Japan.

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17 Comments Login to comment

Bob Fosse Mar. 25, 2021 08:54 am JST

What's wrong with saying higher education is important for everyone?

What’s wrong with focusing on the issues in articles rather than dismissing them with needy clickbaiting?

kohakuebisu Mar. 25, 2021 09:15 am JST

This is such an open goal observation, but this is a male journo talking to the male head of a women's college about female education.

The bit partway through where it talks about (they sound like housewives) mothers discouraging daughters from post-grad education reminded me of Idiocracy, that crass comedy where society regresses due to only the stupider people having kids.

Sven Asai Mar. 25, 2021 09:32 am JST

Nonsense, the problem is simply that you don’t have enough positions and career chances for everyone, for both sexes. Now feel free to try it, to see what I mean. Give all chances and positions to women. Will it become better for anyone? No, as then you have all men unemployed on the streets. You bet if they will accept that new ‘positions’ as equally peacefully as women do still now. lol

Bernard Marx Mar. 25, 2021 10:27 am JST

Most Japanese women want to marry a well-off guy and be a housewife. And Japanese society largely expects nothing more of women anyways.

snowymountainhell Mar. 25, 2021 10:50 am JST

Thanks @expat for the clarity. (Can’t understand the apparent ‘ antiquated thinking’ and sexism from the prior two commenters.) Case in point: Japan’s attempts at ‘mea culpa’: - “*The surge in the pass rate for both sexes was apparently the result of entrance examination reform . *

*Last year, Tokyo Medical University admitted it had systematically manipulated scores of female applicants so that it would admit far fewer women than men, *( and) had discriminated against women for more than a decade.

This year’s pass ratio of female applicants for admission was slightly higher than that of male applicants. The pass ratio for women was 20.2 percent, .4% higher than men.

Last year, the successful ‘pass’ ratio for women was only 2.9 percent, while that of men was 9 percent.

https://www.japantimes.co.jp/news/2019/05/21/national/women-pass-scandal-hit-tokyo-medical-universitys-entrance-exam-higher-rate-men/

kohakuebisu Mar. 25, 2021 02:06 pm JST

The problem here is that most guys are not well off, at least not to the level given in every survey of "how much lolly do you want hypothetical hubby to pull in?"

Nuance isn't really allowed in politics these days, but I consider myself a strong feminist but still think it is better for a parent (as things stand, effectively the mother) to stay at home and look after a baby rather than use full time childcare. Based on the welfare of the child alone, I think it is best for kids to go into all-day childcare like Japan's much later, at three or four. Society should create career paths that allow job changes, retraining, time off for child rearing or personal development, etc. etc. This can all be encouraged and enabled through the tax and welfare systems.

1glenn Mar. 25, 2021 10:37 pm JST

IMO, education is indeed very, very important.

GBR48 Mar. 26, 2021 02:17 am JST

So the President of Kobe Women's University, being interviewed on the position of women in Japan is ... a bloke?

That rather says it all.

Do you think any Japanese interviewer has ever even queried that? And was no woman considered better placed to conduct an interview on such a topic?

If I was a Japanese woman I would avoid traditional employment, embrace the state-within-a-state model, network with other women and always carry something that would do damage if I had to ward off a creepy guy with it. Almost every aspect of the culture seems designed to prevent sociocultural evolution.

I'm not sure the gender problem is going to improve any time soon. It is good that it is highlighted in Jdrama and that there are some female role models that transgress the old boundaries, but so many of the power structures are so tightly entrenched, there may not even be a path to reform.

No matter the cost, the patriarchal structure means so much to those in charge, that they will accept even catastrophic economic, social and political failure rather than allow control to slip from their grasp.

girl_in_tokyo Mar. 26, 2021 06:08 am JST

Physiologically, it is true that men and women have their own strengths and weaknesses. You could argue that it might be more beneficial for humankind if men and women utilize their respective strengths to a mutual advantage. However, from a gender perspective, this is just a blanket generalization . While there are large individual differences between men and women generally, in the case of men, some men are not good at the things men are supposed to be good at and some are good at the things women are supposed to be good at. Conversely, the same applies for women. Although this might not apply in a primitive society where food and resources are scarce, my feeling is that modern society is most efficient when, rather than dwelling on collective strengths and weaknesses, individuals focus on what they are good at and concentrate on making an active contribution in that . In today’s post-war society where the ideal is that “All of the people shall be respected as individuals,” this might be too obvious to mention.

I have never seen this issue so very eloquently, succintly, and accurately expressed.

People should be able to be themselves and not forcibly be boxed into a role based on stereotypical gender expectations.

And guys, this includes making comments like "Japanese women want to marry a man who is well off" or "Why would women want to chain themselves to a desk like men must do."

Everyone wants financial stability - it's not a gendered issue. And while some women do want to marry and stay home with the kids, other women have personal ambitions and working hard to attain them isn't the domain of men only.

girl_in_tokyo Mar. 26, 2021 06:10 am JST

kohakuebisuMar. 25 02:06 pm JST

This feminist agrees with you.

snowymountainhell Mar. 26, 2021 06:59 am JST

Yet, You , @girl_in_tokyo 6:08am, go continue ‘ excluding’ certain LGBTQIA with a choice of words like:

“And guys , this includes making comments like “...women” -

*WE would think you were more of ** an activist Against power harassment in education ** yet, You persist in using ‘hurtful and demeaning’ language that ‘suits only You’** . - To quote Your frequent* proclamations:

*-“ Guys ” is used for women and men.  And frankly, I don't care if you don't like that I use it .” -*

GLAAD officially published Nov. 17, 2017 that ‘guys’ was no longer acceptable as a ‘gender neutral’ term, especially in the workplace.  You well know that ‘folks’ includes everyone in most social and work situations . “ Team”  is also acceptable when working conjointly with others on a project.

“ For women having to work in male-dominated industries, particularly, "guys" can ‘reinforce their sense of being in the minority’. The phrase ‘makes women feel invisible’.

Additionally,  the term is also ‘problematic for some gender-nonconforming or trans people’ , for whom " guys" could be an instance of 'misgendering ' — a consistent obstacle to LGBTQI+ people feeling included at work”. 

Strangerland Mar. 26, 2021 07:08 am JST

modern society is most efficient when, rather than dwelling on collective strengths and weaknesses, individuals focus on what they are good at and concentrate on making an active contribution in that .

When it comes to relationships, I've often said that women should not be expected to "be in the kitchen", nor derided when that's what they want. Neither should men be expected to "be the breadwinner", nor derided when that's the role they want. Those who deride women for wanting to be housewives, are just gross as those who expect them to be there simply because they are women. Those who deride men for wanting to be the breadwinner, are just as gross as those who deride them for wanting to do so, and not wanting to be a house husband.

The most important thing is that the couple is in agreement as to what their roles are. This is true for any couple (or group for that matter).

To tie this to the quote above, in the past, if someone wanted to go against the traditional roles, it caused hardship for the entire group. Nowadays, we have more than enough resources to keep us all fed and alive, and there is no reason why everyone shouldn't have the individual choice on whether they want to fulfill a traditional gender roles or not.

girl_in_tokyo Mar. 26, 2021 07:24 pm JST

snowymountainhellToday 06:59 am JST

GLAAD is not the King of LGBTQIA.

The community - OUR community - is made up of individuals who have differing opinions on how and when gender-neural language should be used. It's much more nuanced than you are making it out to be.

And frankly, it's not your place to police the language that members of a community use to describe themselves when you're not even part of that community.

snowymountainhell Mar. 26, 2021 09:57 pm JST

While we have the equal benefit of this platform , we most remind you about the ‘topic at hand : “ The importance of educating young women” @girl_in_tokyo 7:24p.

* “Folks” includes Everyone, ** most social situations, in general, yet professional correspondence, and and especially in the workplace. *

This clarification should be part of everyone’s education.  And, again, “ Team”  is also acceptable when working conjointly with others on a project. So, let’s relax and focus on being better. -

“ *For women having to work in male-dominated industries, particularly, "guys" can ‘reinforce their sense of being in the minority’. The phrase ‘makes women feel invisible’.*

Additionally,  *”you guys’ is also ‘problematic for ‘gender-nonconforming’ or ‘trans people’. * The term: "* guys" could be 'misgendering* ' —

And this is a consistent obstacle to LGBTQIA+ people feeling included at work”.  WE understand your ‘ conflicts’. You erred and caused some unintentional pain to others. It created ‘ conflicts ’ for You. You’re understanding in the morning but by evening, You’re still trying to rebel and justify ‘ a slip ’.

Finally, @ girl. Please stop with the ‘ gatekeeping ’ and ‘ gaslighting ’. It distracts from ‘ real discussions’, like the topic of this article. Furthermore, we ALL need each other and shouldn’t try to exclude or create broader distinctions, labels and divisions. It’s hurtful .

- “GLAAD is not the King of LGBTQIA.” -

If you are rejecting GLAAD , fine. - Then, let’s ‘ compromise but not exclude ’. - We’ve read You use it before and it’s clear that “ y’all” is in a solid place at this right moment in history to make the hyper-masculine phrase “you guys” vanish forever . It just needs Y’all to engage it, Respectfully .

No apology necessary, just awareness, mind fulness  and more sensitivity for others, is all We ask.

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Tokyo inflation slows sharply as education subsidy cuts outlays

Price growth in Tokyo decelerated sharply to a pace below 2% in April, in an outcome largely distorted by the start of education subsidies, as the Bank of Japan gathers to decide policy.

While the Tokyo consumer price index (CPI) data is usually considered a leading indicator for national trends, the April figures were distorted by the start of the education subsidies. That impact won’t be mirrored across the country in nationwide data for April, due to be released on May 24.

The metropolitan government made high school tuition free for all income groups and began providing subsidies to households with children attending private secondary schools. The sharp plunge in costs for public and private high schools shaved around half a percentage point from the overall figure, according to the ministry.

Yuichi Kodama, economist at Meiji Yasuda Research Institute, said the impact of the education subsidies was a one-off factor, but there were other signs of more sustained weakness in the data.

"Food inflation is coming down and we don’t see a noticeable spike in energy prices, which tells me that the weak yen has yet to have much impact on prices via higher imports,” Kodama said. "As inflation calms down and real wages turn positive, that may support consumption. But that’s different from a rise in underlying inflation the BOJ is aiming for.”

The sharp slowdown in Tokyo inflation probably won’t derail the BOJ from pursuing normalization. Kodama said the weak yen’s impact on prices would need to be more pronounced in order for that to prompt a BOJ hike. He sees July as the earliest possible timing for the next increase.

"The weak CPI report will damp expectations on the policy board that underlying inflation is picking up its 2% target,” said Taro Kimura, economist at Bloomberg Economics.

Among other drivers of Friday’s data were processed food, for which price growth slowed to 3.2%. Price growth for services slowed sharply to 0.8% from 2%. The central bank monitors that gauge as an indicator of broad price trends.

On the policy front, authorities will consider cutting purchases of government bonds, according to a report by Jiji. A reduction in such purchases would be seen as a dilution of the BOJ’s dovish stance.

With the bank having last month ended its zero-rate policy with the first hike in 17 years, markets are now seeking clues on the timing of a second hike. Some 41% of respondents to a Bloomberg survey predicted the bank would next hike in October, with many flagging an earlier move in July as a risk scenario.

Authorities are also expected to discuss the weak yen and its impact on inflation trends.

BOJ Gov. Kazuo Ueda said in parliament earlier this month that he will monitor the impact of the weak yen on the economy and inflation dynamics, while ruling out a direct response to foreign exchange movements.

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4. joe biden’s approval ratings, table of contents.

• The state of the 2024 presidential race
• Other findings: Biden’s job approval ticks up, Trump’s election-related criminal charges

Americans’ ratings of Joe Biden’s job performance remain more negative than positive and have been largely stable over the last year: Today, 35% of Americans approve of his performance, while 62% disapprove.

Trends among Democrats

About two-thirds of Democrats and Democratic-leaning independents (65%) approve of Biden’s job performance. This is a modest improvement from January, when 61% of Democrats approved of his job performance. However, Biden’s job rating among Democrats remains lower than it was in the first year of his administration.

Trends among Republicans

Just 6% of Republicans and Republican leaners approve of Biden’s job performance. This is essentially unchanged over the last several years.

Biden’s job approval among demographic groups

While Biden’s job rating continues to differ by race and ethnicity, education, and age, majorities in most groups disapprove of his performance.

Race and ethnicity

Majorities of White (66%), Hispanic (63%) and Asian (57%) Americans disapprove of Biden’s job performance.

Black adults’ ratings are more positive than negative: A narrow majority of Black adults (55%) say they approve of Biden’s job performance, a modest improvement from earlier this year. (In January, 48% of Black adults approved of Biden.)

Younger adults’ evaluations of Biden continue to be more negative than older adults’ ratings. About four-in-ten Americans ages 50 and older (39%) approve of his job performance, compared with 34% of those 30 to 49 and 28% of adults under 30.

Majorities of adults who have a four-year college degree (61%), some college experience (66%), or a high school diploma or less education (66%) say they disapprove of Biden’s job performance. Ratings among those with a postgraduate degree are more evenly divided (52% approve, 47% disapprove).

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Importance of green entrepreneurship education in shaping sustainable futures

Green entrepreneurship education holds immense potential for shaping sustainable futures by equipping individuals with the knowledge, skills, and mindset needed to address environmental challenges through innovative business solutions..

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In the face of pressing environmental challenges, the role of entrepreneurship in fostering sustainability has gained significant attention. As the world grapples with issues such as climate change, resource depletion, and pollution, there is an urgent need for innovative solutions that promote both economic prosperity and environmental stewardship.

Understanding Green Entrepreneurship

Green entrepreneurship refers to the practice of starting and managing businesses that have a positive impact on the environment or address environmental challenges. Green entrepreneurs are motivated by a desire to create innovative solutions that benefit both the planet and society while also being financially sustainable.

Green Entrepreneurship Education

Green entrepreneurship education encompasses a broad range of principles and practices aimed at equipping individuals with the knowledge, skills, and mindset necessary to create ventures that prioritise environmental sustainability. It goes beyond traditional business education by integrating concepts of environmental science, conservation, and social responsibility into entrepreneurial training programmes.

Fostering Innovation and Problem-Solving

One of the key benefits of green entrepreneurship education is its ability to foster innovation and problem-solving skills among students. By challenging conventional thinking and encouraging creativity, it empowers individuals to develop novel solutions to complex environmental problems.

Driving Economic Growth and Job Creation

Contrary to the misconception that environmental protection stifles economic growth, green entrepreneurship education demonstrates that sustainability and profitability can go hand in hand. By nurturing a new generation of eco-conscious entrepreneurs, it contributes to the growth of green industries and the creation of green jobs.

Promoting Sustainable Consumption and Lifestyles

In addition to fostering entrepreneurship, green entrepreneurship education plays a crucial role in promoting sustainable consumption and lifestyles. By raising awareness of environmental issues and showcasing the benefits of eco-friendly products and services, it encourages individuals to make informed choices that align with sustainability principles.

Knowledge Sharing

Green entrepreneurship education also emphasises the importance of knowledge sharing in addressing environmental challenges. By bringing together students, educators, industry professionals, and community stakeholders, it creates opportunities for interdisciplinary collaboration and collective action.

How are college costs adding up these days and how much has tuition risen? Graphics explain

College decision day is closing in and many prospective students are making commitments to their university of choosing. With that commitment comes an enrollment deposit – one of many fees students will pay in the next four years.

Of the more than 60,000 high school graduates, 64% will go on to enroll in two- or four-year college programs. Many will incur debt and join the already 43.5 million Americans who have student loans.

Last year, President Joe Biden's student debt cancellation plan was struck down by the Supreme court. Now he's proposing a workaround that could cancel the loans of more than four million borrowers, according to the White House . In addition, more than 10 million borrowers could get $5,000 in debt relief.

Whether or not the new proposal works, many college students will be paying nearly two-fold what their parents paid for an undergraduate education 20 years earlier. According to the Education Data Initiative, the average cost of college tuition and fees at public four-year institutions has risen 179.2% over the last two decades.

How much does college tuition cost?

The average cost of an undergraduate degree ranges from  $25,707 to over $218,000 , according to the Education Data Initiative. The price varies and depends on whether a student lives on campus and the institution they're attending.

According to the most recent data from the Education Department, the average tuition at a four-year private nonprofit university increased 14% between the fall of 2010 and fall of 2021.

Chart shows rise in cost of 4-year college

In 2023, the average full time student at a four-year college spent nearly $31,000 on their tuition fees, room and board for the year. That number is more than double amount paid for the same education in the 1960s, adjusted for inflation in 2022-2023 dollars.

Why is college tuition rising?

The demand for a college education is going up – at the same time government funding for postsecondary education is on the decline, according to Bankrate.

The personal finance website pointed out several key areas that have lead to an increase in tuition costs:

• The cost of operation is increasing, due to rising inflation. The inflation rate increased 3.5% between March 2023 and 2024, according to the Bureau of Labor Statistics. With rising inflation comes increased cost of living. Universities must pay highly educated professors more to keep up with rising living costs.
• A reduction in state funding led to increased tuition costs, according to the National Education Association. An analysis from NEA found that state funding for higher education decreased in 37 states by an average of 6% between 2020 and 2021.
• Colleges are spending more on administrative services: A 2021 study found that between 2010 and 2018, spending on student services and administration grew by 29% and 19% respectively.

Some universities are already estimating the cost of attendance for the 2024-2025 academic year to be nearly $100,000.