World War II: Educational reforms

[H. M. Nasim]

Occupation authorities, convinced that democracy and equality were best inculcated through education, revised the Japanese educational system. A Fundamental Law of Education was passed in 1947, which guaranteed academic freedom, extended the length of compulsory education from six to nine years, and provided for coeducation. Americans were convinced that Japanese education had been too concerned with rote memorization and indoctrination and that what Japan needed was a curriculum that encouraged initiative and self-reliance. The prewar system of special channels that led to vocational training, higher technical schools, or universities was seen as essentially elitist, and the occupation, therefore, supported the standardization of grade levels so that completion of any level would allow entrance to the next. The American 6-3-3-4 structure of elementary, lower secondary, higher secondary, and undergraduate higher education was adopted. Entrance to high schools and universities came to depend on passing highly competitive examinations, which many Japanese young people still call "examination hell." Other efforts to democratize education were made. To complement Japan's prewar elite institutions, such as Tokyo Imperial University (now the University of Tokyo), the Americans sought to encourage the establishment of prefectural universities and junior colleges. By the 1960s college and university graduates numbered nearly four times their prewar counterparts, and there were some 565 universities and junior colleges.

[H. M. Nasim]

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