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Home > Policy > White Paper, Notice, Announcement > White Paper > JAPANESE GOVERMENT POLICICIES IN EDUCATION, SCIENCE AND CULTURE 1994 > PART I Chapter 3 3 2

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PART I New Directions in School Education
Chapter 3. Creating Upper Secondary Schools with Distinctive Characteristics
Section 3. Improvement of Systems of Selecting Entrants to Upper Secondary Schools
2. Specific Improvement Measures and Progress



(1) Improvement of Systems of Selecting Entrants to Public Upper Secondary Schools

In line with the basic thinking on the improvement of entrant-selection systems discussed above, the vice-ministerial notice of February 1993 presented a variety of specific measures that could be considered or utilized by individual prefectures. Today the public expects schools to develop educational activities in an environment of competition based on their distinctive characteristics. Obviously, it is extremely important that schools develop entrant-selection systems through the application of original concepts. The measures outlined in the notice were intended as specific approaches that could be employed by prefectures and individual schools, not as policies that were required to be introduced uniformly. Prefectural boards of education and related prefectural government departments, as well as individual upper secondary schools, must redouble their efforts to develop better selection procedures, first undertaking careful studies to determine the selection methods that should be applied to incoming students on the basis of the characteristics and circumstances of each region and school.

The principal improvement measures contained in the notice are outlined below, together with a summary of actual progress. Table I.3.7 shows improvements made since fiscal 1983.

Table I.3.7 Improvement of Systems of Selecting Entrants to Upper Secondary Schools


1. Increased flexibility in relative weighting of student credentials and performance in scholastic tests:

At present it is common for schools within the same prefecture to apply the same relative weight to student credentials and scholastic tests. To provide students with a wider range of choices and accommodate the individual characteristics of schools, subject areas, and students, however, it seems appropriate to modify this approach, changing the relative weight placed on student credentials and performance in scholastic tests. In some regions the 1994 entrant-selection process was implemented with greater flexibility, particularly with regard to the relative weight placed on student credentials and scholastic tests. For example, in Metropolitan Tokyo and two prefectures, schools were able to choose from patterns defined by boards of education (for example, 6:4, 5:5, 4:6). Selection methods should also be diversified to accommodate students' individual characteristics. Various approaches, such as selection without scholastic tests or selection without the use of student credentials or with a significantly reduced weight on student credentials, should be considered and implemented.


2. Enhancement of student credentials:

Student credentials should be enhanced to provide a multifaceted picture of individual students and a positive appraisal of their strong points. This could be achieved by restructuring scholastic records to reflect the aims of the new curricula, which emphasize willingness to learn and the ability to think and judge, or by expanding and utilizing information other than scholastic records, such as appropriate recognition of achievements in sports activities, cultural activities, social activities, and volunteer activities. In fiscal 1994 there was a tendency in many prefectures toward the positive evaluation of various activities, including special activities, sports activities, cultural activities, social activities, and volunteer activities. In 13 prefectures the item "volunteer activities" was added to student credentials and a column was provided to enter information about such activities.


3. Improvement of scholastic tests:

Instead of an emphasis on questions that test the extent of knowledge, the content of scholastic tests should be further improved year by year to reflect the aims of the Course of Study for Lower Secondary Schools. Possible improvements in the implementation of scholastic tests include increased flexibility with regard to the number of subject areas and the relative allocation of marks to each subject, so that schools can be selected according to the individual characteristics of each student and so that entrants can be selected according to the characteristics of schools and subject areas. At present, scholastic tests are normally administered in five subject areas in all prefectures. In fiscal 1994, however, 7 prefectures allowed the tests to be administered in three or four subject areas, while 23 prefectures permitted the use of weighted scoring of scholastic tests. Some prefectures also allow schools to prepare some of the questions themselves or allow students to select the subject areas.


4. Admission on recommendation:

Admission on recommendation offers a number of advantages. Schools can select students with abilities and aptitudes that match school characteristics, and it is possible to appraise a wide range of abilities and aptitudes that cannot be evaluated through scholastic tests. In addition, proper emphasis can be given to achievements in various activities, especially sports activities, cultural activities, social activities, and volunteer activities. Students also need to give careful consideration to the system of admission on recommendation, since it has the potential to result in school enrollment backed by strong motivation and a clear awareness of goals. Many prefectures have now introduced admission on recommendation. In fiscal 1994 the system was used in 46 prefectures, with 37 introducing admission on recommendation for the general course.


5. Multiple opportunities to take entrance examinations:

Another area in which efforts are needed is the provision of multiple opportunities to take entrance examinations. This is important both from the viewpoint of enabling students to make independent and motivated choices about career paths that will make the most of their abilities and aptitudes and as a means of reducing the psychological pressure that results when only one opportunity is provided. The multiple examination system was introduced in 5 prefectures in fiscal 1994.


6. Interviews:

Interviews are important for a number of reasons. They provide upper secondary schools with direct insights into the personalities, attitudes, and other characteristics of students. They also enhance students' awareness of the significance of enrollment in a particular upper secondary school. All prefectures now use interviews in one form or another, but greater efforts are needed to ensure that this method is used to full advantage.


7. School zoning:

School zoning should be studied at the prefectural level with a view to developing upper secondary schools with distinctive characteristics while taking local conditions into account and with the aim of facilitating the selection of schools that suit students' characteristics.


(2) Improvement of Systems of Selecting Entrants to Private Upper Secondary Schools

As with public schools, there is a need for further improvement of the entrant-selection systems used by private upper secondary schools. Selection methods should be enhanced in various ways, admission on recommendation should be used, and the content of scholastic tests should be improved. In addition, private schools should employ diverse selection procedures and multiple selection criteria, such as the use of student credentials. Other areas in which private schools in particular need to make greater efforts include the provision of accurate information about educational activities and entrant selection to students and their parents and consultation among those concerned to ensure that admission on recommendation is not implemented too early.


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