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Home > Policy > White Paper, Notice, Announcement > White Paper > EDUCATIONAL STANDARDS IN JAPAN 1965 > CHAPTER5 1 (2) b

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CHAPTER 5 EDUCATIONAL REFORMS IN DIFFERENT COUNTRIES AND THE FUTURE EDUCATION IN JAPAN
1 Main Trends of Educational Reforms in Major Countries
(2) Content of Educational Reforms
b Determining Ability and Aptitude


As a result of the extension of the length of compulsory education and the wide spread of secondary education, the period of attendance at school becomes longer, and with an increasing number of pupils, their ability and aptitude become richer and more diverse. In most countries constant efforts and devices are being developed to discover the abilities and aptitudes of pupils, especially in the stage of transition from elementary to secondary education, so that suitable education may be provided for them. One of the most remarkable reforms in this respect is the establishment of the observation course in France. According to the result of the guidance in this course future courses of pupils, such as an academic course designed for proceeding to higher level of education, a vocational education course, a general terminal course, etc. are to be decided. It is characteristic of this system that it does not only take the place of an entrance examination but also adopts new teaching method and guidance to develop students further on the basis of assessment of their abilities and aptitudes during this course.

In the United Kingdom the discovery of the abilities and aptitudes of pupils and the decision of courses to be followed by them are made by an examination given at the age of eleven. In the United States this is done by exhaustive guidance and counselling as well as by means of exhaustive use of achievement and mental tests and vocational and academic aptitudes inventories.

Thus systems and methods differ in various countries, but a trend to adopt an educational system suitable for the discovery of the abilities and aptitudes of pupils is common to most countries. This trend stems from the idea of shaping the educational program to meet the requirements of individual difference and at the same time to make full development of people's capabilities in the interest of development of the whole community.


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