Why reform Japanese education?

Autor/in	Cummings, William K.
Titel	Why reform Japanese education?
Quelle	Aus: Can the Japanese change their education system? Wallingford: Symposium Books (2003) S. 31-42Verfügbarkeit
Reihe	Oxford studies in comparative education. 12,1
Beigaben	Literaturangaben 7
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Forschung; Bildungsgeschichte; Bevölkerungsentwicklung; Bildungsreform; Forschung; Japan; Bildungssystem; Schüler; Schule; Bildungssystem; Bildungsreform; Leistungsmotivation; Reform; Leistung; Hochschulabschluss; Individualisierung; Leistungsmessung; Schule; Lehrer-Schüler-Relation; Schüler; Schülerleistung; Leistungsmotivation; Individualisierung; Urbanisierung; Bevölkerungsentwicklung; Wertewandel; Hochschulabschluss; Leistung; Leistungsmessung; Reform; Japan
Abstract	In this article the author tries to find an answer to the question why Japanese education should be reformed? There is a common explanation that ascribes socio-economic weakness (as Japan is experiencing for the last decade) to failures in the education system. The author describes the nature and experience of educational reform in modern Japan (19th and 20th century) so far and calls them first and second revolution. He then characterizes the social and education policy of Prime Minister Nakasone in the early 1980s and calls it a gradual revolution: new values for a new age, more relaxed school experience, more active learning, more choice for children, more competition between schools as well as universities. These educational "changes are occuring in the context of several profound mega-trends" which the author describes as follows: urbanisation and social atomisation, sharp population drop, virtually universal tertiary education, a job for every youth and a profound motivational change. To the final question whether Japanese education is sinking or improving the author resumes: "There have been many interesting changes in recent years that, on the whole, seem to be in the right direction. The cumulative changes in education since Prime Minister Nakasone are sometimes referred to by Ministry of Education reports as the Third Educational Revolution." But: "Indeed, while some of the new concepts will succeed, there does not appear to be a favorable context for comprehensive reform." (DIPF/Kr.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)