Australia Schools Vs Japanese Schools

This essay aims to provide more information in regards to the differences between the Australian and Japanese cultures, as well as fundamental insights into Japanese business etiquette and highlight important steps for effective communication when making business in a foreign country. As the Australian entrepreneur and owner of ‘The Aromatic Condiment Shop’ Emily is looking to expand her business deals in Japan it is paramount to make a favourable first impression and understand key points to better navigate cultural differences and grow her business.

Children normally start primary school at the age of four or five, but many schools now have a reception year for four year olds. Children normally leave at the age of 11, moving on to secondary school. Most state schools admit both boys and girls, though some are single-sex.

In the kindergarten, age of students from 4-5 years .In addition , students enter the primary school in age 6-7 years . Both system of education in Saudi Arabia and Australia accept students to start studying in primary school in age 6-7 years .

Another country that is very different from the United States is Japan. Japan is known to be more advanced than America education wise. Many Japanese students are more advanced intellectually than Americans. Even though they are more advanced they still have cultural dilemmas. Classroom size is much different in America than it is in Japan. They are highly populated in Japan so they have much larger students in a classroom. It may take Japanese students a while to get used to the classroom size. “Students follow the school rules and the directions of teachers. In American schools,

When delivering school curriculum, educators must meet the needs and strengths of all students. The Australian Curriculum allows educators to personalize their teaching and learning programs by selecting content that is stimulating, challenging and meets the individual needs and strengths of all students in a classroom (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2015). The Early Years Learning Framework (2010) explains how a student’s culture is central to who they are as a human being and gives them a sense of belonging (pp. 21-22). Using these two documents, educators can carry out learning programs that caters for all needs,

Japanese education is very influential to the youth of Japan. It can affect students future and plays a big role in society today. Some people believe that students in Japan are better educated than the students in United States. While some people think this is not true, there are many strong reasons that prove this is accurate.

During the pre-war education period, the curriculums showed how nationalistic one country's schools could become. In addition, the fact that during the pre-war period elementary school (grades 1-6) was the only compulsory and free schooling in Japan. This shows that at the time school was not there for the purpose of enlightenment, but for creating machines. The curriculum for elementary school consisted of citizenship (morals, Japanese language, Japanese history and geography), science (science and arithmetic), physical training (physical education and the martial sports of Judo and Kendo) and the arts (drawing, calligraphy and handicrafts). During the higher levels of elementary school, domestic science was added for girls.

At the morning assembly, the author notices that there are no Japanese children present: “I discover later that they have their own morning assembly in another field in the back of the school. It is obvious that we do not mix classes. They have their own classes and classrooms, and we have ours, although we are all the same school. A few years later, they will build a new school somewhere outside the town, exclusively for themselves.”

There are significant cultural differences between Japan and the United Kingdom that need to be taken into account when doing international business. There are also a number of methods and systems by which these differences have been described. These include the Geert Hofstede cultural dimensions, Trompenaars seven dimensions of culture and the Globe Project's cultural dimensions. This paper will discuss these differences and similarities, and shed light as to the best approach to international business in these countries.

Every morning, she meets up at 7:15 am with all the children from the neighborhood and they all walk to school together. All the children must walk to school every day except during the winter when it snows because they have buses on those days. The children in elementary school do not wear uniforms, however they do have two sports uniforms one for summer and one for winter. Even though Ruth’s daughter attends public school, there I still a monthly fee of about $60. This fee goes towards the lunch the children eat. All the children eat at school and are not allowed to take money to school. Just like in the child care center, all the children at the primary and secondary schools eat the same thing that is freshy prepared daily. If a child has a particular allergy or special diet, they make sure that they have an adequate meal. At the schools in Japan, there are no janitors because it is the children’s responsibility to clean. Every day the teachers and children clean for 30 minutes. They get 20 minutes to eat, then 30 minutes of recess then they start to clean for 30 minutes. There are a lot of cultural events and sports events at the schools in Japan. Ruth says that the parents regularly attend school every couple of months to see how the children are learning and interacting with their teacher. The parent-teacher relationship in Japan is effective.

Within recent times, many western- style appliances and such can be found in Japanese homes.16 The Japanese schools, based on America's, teach the same things in grade school as American schools.17 Many of the students are learning in these schools to take English language courses to help them as they get older.18 Sports today, are shaped similar to America's. Japan has carried over many sports from America including frisbees, jogging, skateboarding19, and baseball.20 Baseball is among

With the focus on academics, “More than 90% of all students also graduate from high school and 40% form university or junior college” (“Education In Japan”). The success rate is influenced also by the teachers. The student have one teacher and some might argue that the teacher doesn’t master everything she teaches because “70% of teachers teach all subjects as specialist” (“Education In Japan”), she create student teacher relationship with is the key to the success of many students. The student behave differently because of the cultural influence.

The comparison between Japanese and North American educational systems is often used. The Japanese system, along with other Asian cultures, places importance on the group and the interdependence of its members (Cole & Cole, 2001, p. 541). The North American model, in contrast, focuses on the ideals of individuality and independence (Cole & Cole, 2001, p.541). This contrast is due to a conflicting cultural/social structure and outlook of the world. Japanese look at the development of self as doubled sided: the inner self and the social or public self (Hoffman, 2000, p.307). Within the Japanese education system, the teacher's goal is to develop and cultivate both layers.

     For years, people have always felt that the Japanese school system was superior or more effective than that of the United States. Although some feel this way, others feel that the Japanese system is too strict and not flexible enough for those who may need extra help along the way. Through researching two different case studies, and also reading other materials, I have found many similarities along with many differences between the two, including teaching methods, overall emphases, and student involvement. Both countries have developed very effective and intricate systems of teaching, which compliment, and clash against one another. The Japanese system is not in all ways

Jeffrey Kingston. Japan in Transformation, 1952 – 2000. Harlow: Pearson Education Limited, 2001. 230 pp.