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Education in Japan: Overview, Internationalism & ControlWhat is the role of education?
Basic information about the Japanese education system
代写留学生论文Reforming the education system
‘Internationalization’ of the system
Control of the system
It’s not just about learning facts
Learning to be an member of that society
So of great interest to governments wanting to change that society
‘6-3-3-4’ system
First nine years compulsory
Over 96% continue to upper secondary (“senior high school”)
41% continue to university (up from about 25% in 1990)
More and more now going on to Masters and Doctorates
Literacy rates one of the highest in the world
Classroom sizes still tend to be large, despite falling population
First reform was the Meiji Reforms that created an education system
Second reforms were the Occupation Reforms that aimed to get rid of the elements that were seen to have helped lead Japan to war
Third reforms started in 1980s with Prime Minister Nakasone. These reforms are still on-going, although many may not be aware that they started so long ago
What is ‘internationalization’?
Nakasone’s view is key in modern times (discussed in previous lecture)
Hence a seeming mixture of ‘nationalist’ elements with ‘internationalist’ elements (even in textbooks)
For example
100,000 Foreign Students Plan
Creation of Japan Exchange & Teaching (JET) Programme
But also increased usage of Hinomaru & Kimigayo
Imbalance between where foreign students come from compared to where Japanese students go to
Each year about a quarter of the children abroad return to Japan (Horie, interview, 21 November 1997), and in 1997 there were 12, 569, of whom 62.0 per cent returned to elementary school, 22.6% to lower secondary school, and 15.4% to upper secondary school (Shimizu et al. 1999: 294).
It is also worth noting that there has been huge regional variations in the numbers of kikokushijo, with Kanto accounting for 63.0 per cent and Kinki 13.4 per cent of the total number, for example (Shimizu et al. 1999: 295).
Roesgaard (1998:213) argues that one of the reasons for the amount of attention that the kikokushijo issue enjoyed was due to the relative importance of their parents and the influence that they enjoyed.
Special provisions have been made to help kikokushijo get back in to the education system – both formally and also in terms of allowing them to ‘readjust’ to the system.
Control over the teachers – Nakasone reforms aimed to end the strength of the Japan Teacher’s Union (JTU)
Control over educational content through the controversial textbook authorization system
Not that controversial domestically, but internationally due to what is – or is not – written in some social science text books
Moral education
Fundamental Law of Education
Each year about a quarter of the children abroad return to Japan (Horie, interview, 21 November 1997), and in 1997 there were 12, 569, of whom 62.0 per cent returned to elementary school, 22.6% to lower secondary school, and 15.4% to upper secondary school (Shimizu et al. 1999: 294).
It is also worth noting that there has been huge regional variations in the numbers of kikokushijo, with Kanto accounting for 63.0 per cent and Kinki 13.4 per cent of the total number, for example (Shimizu et al. 1999: 295).
Roesgaard (1998:213) argues that one of the reasons for the amount of attention that the kikokushijo issue enj本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。