This paper evaluates the educational systems of Japan and Bangladesh. The educational systems of both countries intend to provide quality education to their students. The Japanese educational system is inclined toward global trends, striving to produce citizens who are aware of current changes around the world. The Bangladeshi system, under the Madrasah education scheme, aims to provide their students with sufficient information to face the world. The similarities of the two educational systems lie in the input of the governments in facilitating the systems that provide education to children who have come of age. The foundations of the systems are rooted in the cultural practices of the respective countries, along with the provision of the staff and government policies that guide the work in the schools. The differences between the two systems are defined by their policy directives. The policy directive in Bangladesh is based on the UN Child Rights Convention which ensures that the rights of children form the major area of consideration. The policy is geared towards the cultivation of human values. It works as a basis for a system that is available, universal, science oriented and one that seeks to counter all problems. The Japanese education system is based on its national laws as well as the Constitution. It provides for free compulsory education for all the children in relation to their abilities. The law sets policies geared towards creating moral and able members of the society. This paper argues that the government of any country should lay emphasis on education, as it forms the basis of a country's economy and helps to shape students into responsible, competent global citizens of the future. [For the complete Volume 16 proceedings, see ED586117.]