School Reforms in England, Japan, Korea and the U.S.: Policy Variation and Educational Convergence.

Autor/in	Lee, Jaekyung
Titel	School Reforms in England, Japan, Korea and the U.S.: Policy Variation and Educational Convergence.
Quelle	(2000), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Accountability; Administrative Organization; Curriculum Development; Decentralization; Educational Change; Elementary Secondary Education; Evaluation; Foreign Countries; Governance; Policy Formation; Public Schools; Student Improvement; Japan; South Korea; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Decentralisation; Dezentralisierung; Bildungsreform; Evaluierung; Ausland; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politische Betätigung; Public school; Öffentliche Schule; Korea; Republik
Abstract	Education reform during the last 2 decades has been shaped by the forces of growing public distrust of educational bureaucracies in a climate of rapid political change and growing international competition in the context of a global economy. Major school reforms in four selected industrial countries that differ significantly in terms of educational institutions and cultures are examined using school reform literature, related government reports, and newspaper articles. Japan and Korea have highly centralized school governance systems and homogeneous educational values. Conversely, in the United States and England, education governance is decentralized, and educational values are relatively heterogeneous. In the latter two countries lack of focus and accountability were identified as major deficiencies of their educational systems, and efforts were made to standardize curriculum, tighten assessment practices, and introduce market-like competition. Similar political and economic challenges in Japan and Korea, on the other hand, resulted in policies to differentiate curriculum, diversify assessment, decentralize school governance, and make the system more diverse and democratic--enhancing whole-person education. (Contains 33 references.) (DFR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC