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Advances in Social Sciences Research Journal – Vol.7, No.8
Publication Date: August 25, 2020
DOI:10.14738/assrj.77.8815.
Sabina, M., Ichiro, I., & Mitsuji, M. (2020). Exploring The Differences And Similarities Between International Baccalaureate Education
And Japanese High School Education. Advances in Social Sciences Research Journal, 7(8) 132-139.
Exploring The Differences And Similarities Between International
Baccalaureate Education And Japanese High School Education
Mahmood Sabina
Center for Enrollment Management, Department of Student Support Services
Okayama University, Okayama, Japan
Ishii Ichiro
Center for Enrollment Management, Department of Student Support Services
Okayama University, Okayama, Japan
Monta Mitsuji
Center for Enrollment Management, Department of Student Support Services
Okayama University, Okayama, Japan
ABSTRACT
The number of International Baccalaureate (IB) students applying to
Japanese Universities is on the rise. Okayama University is a Super
Global National University (SGU) in Western Japan, which started IB
admissions in 2012, and presently hosts 63 IB students including 11
graduates, in 11 faculties and 1 special program. Since the IB journey
began in 2012, Okayama University has taken multiple approaches to
become IB friendly. Through continuous follow up of enrolled IB
students regarding academic and campus life, and regular feedback
from faculty members regarding IB student performances and
characteristics, Okayama University has discovered some basic
differences between the educational approaches of IB accredited
schools and Japanese High Schools (JHS). In order to further explore this
observation, a two-phase research study was carried out. Between June
2018 and August 2019, the two surveys wer carried out. In Phase-1,
University faculty, familiar with IB education, visited IB schools in Japan
and JHS, to observe lessons and interview teachers about their
respective methods of education. In phase-2, the same faculty members
carried out an email survey followed by one-on-one interviews of 10
Super Global High Schools (SGH) teachers in Japan, regarding the
similarities and differences in characteristics of their students, based on
the Japanese version of the IB learner profile. This chapter reports and
summarizes results of this two-phase study and perspectives gained
from various first-hand observations.
Keywords: International Baccalaureate, Japanese High School Education,
Super Global High Schools, IB learner Profile, Japanese Higher Education,
International Mindedness, Globalization, Cultural Backgrounds
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URL: http://dx.doi.org/10.14738/assrj.78.8815 133
Sabina, M., Ichiro, I., & Mitsuji, M. (2020). Exploring The Differences And Similarities Between International Baccalaureate Education And Japanese High
School Education. Advances in Social Sciences Research Journal, 7(8) 132-139.
INRODUCTION
With the ongoing globalization of Japan, there has been a rapid growth in the internationalization
of Japanese universities. The International Baccalaureate Diploma Program (IBDP) is a 2-year
course preparing students for admission into Universities worldwide. The IBDP is an inquiry based
secondary educational program, which aims to develop students who have excellent in-depth
knowledge, and who can flourish physically, intellectually, emotionally and ethically. It was
designed in 1968 post world war, by western scholars, to encourage international understanding,
facilitate geographic and cultural mobility and play an important role in promoting world peace. In
1979, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT),
recognized the IBDP equivalent to Japanese high school graduation. Students who completed the
IBDP from either International schools or “Article One” schools, were all eligible to apply for
admission into Japanese Universities1-6.
The Japanese High School (JHS) curriculum, is a 3-year program that prepares students for
admission into Japanese Universities, or train students in technical and vocational courses, to find
employment following graduation. The JHS curriculum covers grades ten through twelve. The first
year includes basic academic courses, while in second year, course content and course selection is
more individualized. Teaching methods at JSH are largely lecture based, focusing on deeper learning
of major subjects, with the main goal of covering the very demanding curriculum within an allocated
time span. Super Global High Schools (SGH) in Japan, are high schools that have received financial
and supervisory support from MEXT, with the aim of fostering globalized leaders through
education. Goals of this program include enhancing in-depth knowledge and awareness about social
issues, developing communication and problem-solving skills and active participation in fieldwork
activities both domestic and international. Okayama University was the first National University in
Japan, to establish the IBDP admission policy in 2012, where IB students were exempted from
taking the National University Entrance Exam or any other written exams, for admission into the
undergraduate course. By 2015, all 11 faculties including the special program at Okayama
University, were open to IBDP graduates 7.
Over a period of 8 years from 2012 to 2020, Okayama University has taken multiple approaches to
become IB student-friendly through: a) periodic revision of IB admission policies as per IB student
requirements, b) listening to the voices of enrolled IB students, c) training faculty on IB education
and, d) doing extensive research to explore the differences in IB education and Japanese High School
education. These efforts enabled Okayama University to establish itself as a pioneer of IB
admissions in Japan. Although the number of IB students at Okayama University are steadily
increasing with each year, the majority of students are mostly Japanese High School graduates 8.
Therefore, it is important to compare IB education with Japanese High School education, and
explore the basis of each education system through IB Student feedback, feedback from Faculty and
surveys, for a better understanding and a smooth transition of IB students into Japanese higher
education 9.
METHOD
Feedback from IB students and Faculty
IB student feedback was obtained through questionnaires, interviews and round table discussions
between IB students and faculty members. Within 4 weeks of admission, IB students had one-on- one interviews with the IB student advisor, regarding academic and campus life and were
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henceforth followed up, through direct interaction or surveys 10-11. Faculty feedback regarding IB
students was obtained directly from one-on-one interviews with each individual Faculty member
who had one or more IB students in their respective faculties12.
Survey Phase-1
In phase -1, Okayama University faculty visited 5 IB Schools and 5 JHS in Japan, to observe teaching
methods and learning styles through grades 10-12. A general comparison was made between the
class size, class location, lesson type, study material and class environment. To explore student
learning methods, class involvement, class preparation, student reflection methods and frequency
of asking questions during lessons, were compared between IB school and JHS.
Survey Phase-2
The IB program professes to develop internationally minded people, and at the heart of IB education
is the IB learner profile2. The ten aspirational qualities of the learner profile, namely, inquires,
knowledgeable, thinkers, communicators, principled, open-minded, caring, risk takers, balanced
and reflective, together, take a holistic approach to nurture students as lifelong learners, who can
become responsible members of local, national and global communities. As an initial step in the
survey phase-2 procedure, a questionnaire based on the Japanese version of the IB learner profile,
was sent by email to 10 SGH schools, who had agreed to participate in this research survey. Next,
Okayama University faculty visited each SGH and interviewed teachers regarding their survey
answers. Each interview lasted about one hour, and permission was taken from all SGH
coordinators regarding publication of survey results, anonymously.
RESULTS
Survey Phase-1
General differences between lessons at IB schools and Japanese High schools included, differences
in class size, class location, class environment, presence or absence of combined classes, type of
lesson and type of study material used in lessons. Class sizes at IB schools, varied from a minimum
of one student per class to a maximum of 16 students. In JHS, every class had a minimum of 37
students to a maximum of 40 students. Most lessons at IB schools were held in classrooms, and a
few outside. All classes at JHS were held inside the classroom. At IB schools, the class environment
was very casual, with students eating lunch during class, while at all JHS, eating during class hours
was not permitted. Most classes at IB schools were discussion based, with active participation from
all students, whereas, most classes at JHS were lecture-based, teacher centered and students spoke
only when asked to.
Finally, regarding study material, all IB students used laptops and were constantly researching
topics, as the class progressed. At JHS, course textbooks and worksheets prepared by the teacher
were the main study tools, in addition to some power point presentations (Table 1).
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URL: http://dx.doi.org/10.14738/assrj.78.8815 135
Sabina, M., Ichiro, I., & Mitsuji, M. (2020). Exploring The Differences And Similarities Between International Baccalaureate Education And Japanese High
School Education. Advances in Social Sciences Research Journal, 7(8) 132-139.
Table 1 General differences between lessons at IB schools and JHS
IB School JHS
Class size 1-16 students 37-40 students
Location Indoors or outdoors Indoors
Environment Casual Very academic
Combined classes SL and HL together Never
Lesson type Discussion based Lecture based
Study material Laptops mainly Textbooks /worksheets
IB: International Baccalaureate; JHS: Japanese High School; SL: Standard level; HL: Higher level
To explore the differences between ways of learning in IB schools and JHS, the following factors
were compared: class involvement, mode of reflection, asking questions in class, preparation for
class and student responsibilities in class. At IB schools, almost all students engaged in active
discussions with each other & their teacher. In JHS, student involvement included answering
questions asked by the teacher or discussing in small groups or pairs when instructed by the
teacher. IB students voiced their opinions freely in class and student reflection was active and vocal,
while most students at JHS reflected through writing.
IB students asked questions throughout the lesson. In JHS, students never asked questions unless
instructed to do so. Most IB students seemed prepared to discuss. JHS students referred to textbooks
and worksheets prepared by the class teacher during class, to grasp the topic in discussion.
Regarding student responsibilities during class, most IB students did extensive research about the
class topic beforehand, whereas, attendance, concentration, and researching class topics during or
after the lesson, was a more common way of taking responsibility in JHS students. (Table 2).
Table 2 Differences in ways of learning between IB schools and JHS
IB School JHS
Class involvement Active Passive
Mode of reflection Mostly vocal Mostly in writing
Asking questions Frequent Rare
Class preparation Students research class Students use textbooks
topics beforehand and worksheets prepared
by the class teacher
Student responsibility Preparation and active Attendance and attentiveness
participation
IB: International Baccalaureate; JHS: Japanese High School
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Survey Phase-2
Results of phase-2 (Table 3) revealed that, the most common characteristic between SGH students
and IB students, with reference to the IB learner profile was, “Balanced”. Six out of 10 SGH teachers
agreed that, 100% of their students balanced academic responsibilities and extra-curricular
activities well and, 4 out of 10 felt, 100% of their students were reflective, thinkers, caring and
communicators. The least common characteristic between SGH and IB students, was “Risk taker”.
None of the SGH teachers felt their students were 100% risk takers. Five out of 10 thought 80% of
their students could be risk takers, while the remaining five agreed only 60% students could be
regarded as risk takers. When SGH teachers were asked about the prevalence of “Inquirers” among
their students, 7 out of 10 mentioned that, about 80% of their students had an “inquiring mind”,
while 2 coordinators felt almost 100% students were “Inquirers”.
Only 1 SGH teacher felt the percentage of inquirers was less than forty. Independently, teachers at
S-4 believed that, 100% of their students had at least 7 of the IB profile traits, in comparison to S-3,
who felt “Caring” was the only IB profile trait present in 100% of their students. Regarding the
remaining 9 traits, S-3 had variable opinions.
Table 3 Prevalence of IB learner profile characteristics in 10 SGH students
B R T C O P K CO I RT
S-4
S-7
S-5
S-1
S-2
S-9
S-8
S-10
S-6
S-3
S1-S10: Super Global High Schools (SGH); B: Balanced; R: Reflective; T: Thinkers; C: Caring;
O: Open minded; P: Principled; K: Knowledgeable; CO: Communicators; I: Inquires; RT: Risk -takers; 100% ; 80% ;
60% ; < 40%
DISCUSSION
At the heart of all forms of Japanese Higher education, lies the essential qualities that are required
to suit mostly, Japanese national needs. Unlike the west, admission into the undergraduate course
at most Japanese Universities, is a two-step process. As the first step, most high school students take
the standardized “National Center Test”. Based on the scores of this test, students take a second test,
to enter a University of their choice. Since Japanese high school students have only one chance per
year to take the “National Center Test”, they are constantly under immense pressure from parents,
teachers and society to score high on this test, because in Japan, being a fresh University graduate,
automatically upgrades the student’s professional and personal status.