THE CONCEPT OF EQUITY OF EDUCATIONAL CHANGES IN JAPANESE EDUCATIONAL SYSTEM

The author presents two theoretical concepts of equality of chances Torstena Huséna: meritocratic and egalitarian in the Japanese educational system starting from 40's of XX century until present. The first concept states that all students must have a chance to develop their abilities and interests. It is important to note that the concept of equality of opportunity shifted from the egalitarian to the meritocratic in Japan over the period. In the future the dialectical stress between meritocracy and egalitarianism will probably continue in the field of educational policy in Japan. According to meritocratic view, success or failure at school depends entirely on a particular student's efforts and achievements, which is an example of selection. The second concept states that the goals of school education are the following: provision of equal educational opportunities for all students; abolishing selection of students; “integrity» of the educational system, and creation of optimal opportunities for complete development of children and youths' individual abilities. In fifties of XX century there was not equal access to stdying in middle schools aand universities. The percentage of students was 50% and 6%. At the beginning of seventies of XX century the amount of children increased. Public schools were full and did not function well. The only way to solve this problem was to develop private education system. In eighties of XX century there were some issuies in public schools that bothered parents. The main problems were: missing classes, violence and tortures between peers. In nineties of XX century some tragic cases have shocked all the country which made Japanese to think of vital and national values of each citizen and also about educational values. In 1999 3 6-years public middle schools were open. By 2003 their amount has increased to 80. Primary shool choice was first established in Tokio region Shinagawa in 2000 and hymnasium choice – in 2001. The article contains an attempt to define the factors, which cause changes in education.