The document provides an overview of the Japanese educational system and its history of reforms. It describes the main components of the system including pre-school education, elementary schools, lower and upper secondary schools, six-year secondary schools, colleges of technology, and university system. It also summarizes key reforms such as the change from a dual to single-track system, increasing flexibility, and modernization efforts to adapt to societal changes. Statistical data is presented on enrollment numbers, number of schools and teachers for different levels of education.
Secondary education on a global scale finalMakha U
The testing hypotheses for Business analysis course using Tableau Software. That part is a proposal, the implementation is to follow.
There is animation which can be seen in the view mode (F5).
It is more interesting to see it moving... Enjoy :)
I am not sure if it can be downloaded in PPT format. If you need you can ask to send it in PPT...
The document compares the educational systems of Sweden and Vietnam. It provides histories of education in each country, highlighting key reforms and policies. Some notable points include Sweden establishing compulsory education in 1842, and Vietnam gaining independence from France in 1945. Both countries have since centralized their education and increased access. The document also compares demographics, government support, quality of education, and issues faced in each system.
The document provides an overview of the educational systems of Argentina and Brazil by comparing their demographic profiles, histories of education, government funding, school structures, curricula, grading systems, teacher education programs, school schedules, and challenges. Some key similarities highlighted are their focus on compulsory education for ages 6-17, similar government expenditures on education as a percentage of GDP, and issues with low rates of students pursuing upper secondary and higher education. The document serves to inform about the basic components of Argentina and Brazil's educational systems through comparisons across various metrics.
The Israeli education system faces challenges in integrating large influxes of immigrants from over 70 countries since 1948. It has developed special programs to teach Hebrew, Jewish history and train teachers for immigrant students. The government funds most schools, with higher expenditures on education than most OECD countries. The system includes state schools (majority), state-religious schools, Arab schools, independent religious schools and private schools. Enrollment has greatly increased since the 1950s. Higher education plays a key role in Israel's development, with over half of youth attending university. However, Arab students face resource gaps compared to Jewish students.
The Russian educational system provides free education for all citizens as mandated by the constitution. It has high literacy rates due to its strong public education system. Education is divided into basic compulsory education and higher education. Basic education consists of primary school (grades 1-4), basic school (grades 5-9) and secondary school (grades 10-11). The Ministry of Education and Science oversees education policy and regulates schools and universities. Russia has a long tradition of emphasizing education and producing highly educated citizens.
Problems and Reforms in the Training of Higher Education Personnel in the Yea...ijtsrd
The article analyzes the reforms of the higher education system carried out during the years of independence in the republic and regions of the Fergana Valley, aimed at training highly qualified personnel meeting the requirements of modern times. The study also reflects the existing problems in this area and the measures taken by the government to eliminate them. Utkirjon Khoshimov "Problems and Reforms in the Training of Higher Education Personnel in the Years of Independence" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35847.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/35847/problems-and-reforms-in-the-training-of-higher-education-personnel-in-the-years-of-independence/utkirjon-khoshimov
Education sector in brazil to 2018 — market size and intelligence report — in...Indalytics Advisors
The report ‘Education Sector in Brazil to 2018 — Market Size and Intelligence’ discusses the current market size of the Brazil’s education sector. It segregates the market size on the basis of various levels of education, starting from preschool to higher education.
The report discusses the forecasted market size and year–wise growth of the sector till 2018, along with the various drivers, which will lead to this growth. It further discusses the various trends that are shaping the education sector.
Various regulations pertaining to education in Brazil are also mentioned in the report, along with the profile of key players that are active in private education space.
The Russian invasion of Georgia has significantly impacted the country's educational system:
- Many educational facilities were damaged or used to shelter displaced persons, disrupting the academic year for over 17,000 students. Kindergartens and schools in Tbilisi and Gori will not be able to reopen for at least a few months.
- Over 28,000 children were displaced and many suffer from psychological trauma. Nearly 10,000 teachers were also displaced.
- The education budget was cut by $18 million, halting education reforms and programs. Special schools housing disabled and orphaned children were threatened by military conflict.
Secondary education on a global scale finalMakha U
The testing hypotheses for Business analysis course using Tableau Software. That part is a proposal, the implementation is to follow.
There is animation which can be seen in the view mode (F5).
It is more interesting to see it moving... Enjoy :)
I am not sure if it can be downloaded in PPT format. If you need you can ask to send it in PPT...
The document compares the educational systems of Sweden and Vietnam. It provides histories of education in each country, highlighting key reforms and policies. Some notable points include Sweden establishing compulsory education in 1842, and Vietnam gaining independence from France in 1945. Both countries have since centralized their education and increased access. The document also compares demographics, government support, quality of education, and issues faced in each system.
The document provides an overview of the educational systems of Argentina and Brazil by comparing their demographic profiles, histories of education, government funding, school structures, curricula, grading systems, teacher education programs, school schedules, and challenges. Some key similarities highlighted are their focus on compulsory education for ages 6-17, similar government expenditures on education as a percentage of GDP, and issues with low rates of students pursuing upper secondary and higher education. The document serves to inform about the basic components of Argentina and Brazil's educational systems through comparisons across various metrics.
The Israeli education system faces challenges in integrating large influxes of immigrants from over 70 countries since 1948. It has developed special programs to teach Hebrew, Jewish history and train teachers for immigrant students. The government funds most schools, with higher expenditures on education than most OECD countries. The system includes state schools (majority), state-religious schools, Arab schools, independent religious schools and private schools. Enrollment has greatly increased since the 1950s. Higher education plays a key role in Israel's development, with over half of youth attending university. However, Arab students face resource gaps compared to Jewish students.
The Russian educational system provides free education for all citizens as mandated by the constitution. It has high literacy rates due to its strong public education system. Education is divided into basic compulsory education and higher education. Basic education consists of primary school (grades 1-4), basic school (grades 5-9) and secondary school (grades 10-11). The Ministry of Education and Science oversees education policy and regulates schools and universities. Russia has a long tradition of emphasizing education and producing highly educated citizens.
Problems and Reforms in the Training of Higher Education Personnel in the Yea...ijtsrd
The article analyzes the reforms of the higher education system carried out during the years of independence in the republic and regions of the Fergana Valley, aimed at training highly qualified personnel meeting the requirements of modern times. The study also reflects the existing problems in this area and the measures taken by the government to eliminate them. Utkirjon Khoshimov "Problems and Reforms in the Training of Higher Education Personnel in the Years of Independence" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35847.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/35847/problems-and-reforms-in-the-training-of-higher-education-personnel-in-the-years-of-independence/utkirjon-khoshimov
Education sector in brazil to 2018 — market size and intelligence report — in...Indalytics Advisors
The report ‘Education Sector in Brazil to 2018 — Market Size and Intelligence’ discusses the current market size of the Brazil’s education sector. It segregates the market size on the basis of various levels of education, starting from preschool to higher education.
The report discusses the forecasted market size and year–wise growth of the sector till 2018, along with the various drivers, which will lead to this growth. It further discusses the various trends that are shaping the education sector.
Various regulations pertaining to education in Brazil are also mentioned in the report, along with the profile of key players that are active in private education space.
The Russian invasion of Georgia has significantly impacted the country's educational system:
- Many educational facilities were damaged or used to shelter displaced persons, disrupting the academic year for over 17,000 students. Kindergartens and schools in Tbilisi and Gori will not be able to reopen for at least a few months.
- Over 28,000 children were displaced and many suffer from psychological trauma. Nearly 10,000 teachers were also displaced.
- The education budget was cut by $18 million, halting education reforms and programs. Special schools housing disabled and orphaned children were threatened by military conflict.
Palestine, Japan, and Finland a comparative studyMonji Ghanem
This presentation compares the educational systems of Palestine, Japan, and Finland. It discusses key aspects of each system such as structure, outcomes on international assessments, equity, teacher quality, and management. While Japan and Finland consistently score high on PISA, data on Palestine's outcomes is limited due to its situation under occupation. Common factors for success in Japan and Finland include equity, strong teachers, and grassroots management, though what works in one context may not translate directly to others like Palestine.
Sarva Siksha Mission and Primary Education in Kolkata: Changes and Challengesinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document provides an overview of the education system in Ecuador. It discusses the country's demographics, economy, and socio-cultural factors. It then examines the structure of Ecuador's education system, including coverage rates, teacher deployment, expenditures, and reforms. Some of the key challenges it outlines are improving access to education in rural areas and increasing tertiary education graduation rates.
The Education in Ecuador/La Educación en el EcuadorFernando Santos
The Education in Ecuador refers to the general situation throughout the time, specially from the last 10 years. Also, referes aspects from all the educative level in Ecuador.
Educational Systems of the BRICS countries: Preliminary Findings of a Compara...UNDP Policy Centre
Pedro Arruda, an associate researcher for the IPC-IG, participated in the VII BRICS Academic Forum, in Moscow, Russia on 22-23 May. The presentation is based on the paper "Educational Systems of the BRICS Countries: Preliminary Findings of the Comparative, Present and Future Time Adequacy Analysis", which he co-authored with Ashleigh Kate Slingsby (IPC-IG/UNDP), Olga Ustyuzhantseva (CEO, Resource Centre, Tomsk State University), and Abdul Nafey (Dean, Jawaharlal Nehru University).
Annual status of education report 2013 nationalMohammad Moosa
The document summarizes key findings from the Annual Status of Education Report (ASER) 2013 for Pakistan. It finds that:
1) 21% of children ages 6-16 are out of school, a 2% improvement from 2012. Enrollment is lowest among the poorest households and girls.
2) Learning levels remain poor, with over half of class 5 students unable to perform class 2 level tasks in Urdu, English, and arithmetic.
3) There are major divides between rural and urban areas, and among provinces, in access to education, facilities, teacher qualifications, and learning levels. The rural-urban and inter-provincial disparities persist.
Comparison of educational system of pakistan & polandFarhat Munir
Pakistan and Poland are compared on various socioeconomic factors. Poland has a higher GDP, literacy rate, and population compared to Pakistan. Primary education in both countries lasts 5-6 years. Secondary education is divided into lower secondary (3 years in Poland, 2 years in Pakistan) and higher secondary (3 years in Poland, 2 years in Pakistan). Higher education begins at age 17 and includes bachelor's and master's degree programs. While Poland has nearly universal literacy, Pakistan struggles with low literacy partly due to poverty and lack of educational resources. Adopting aspects of Poland's education system could help increase literacy in Pakistan.
This document discusses the structure, aims, and functions of higher education. It begins by defining higher education as continued study after secondary school, around age 18. It then outlines the major streams (science, arts, commerce) that students can pursue and the exam-based nature of higher education programs. The key objectives of higher education are described as providing wisdom and knowledge, furthering social aims like democracy and equality, cultivating higher values, and training future leaders. The document also discusses the national policy's view of higher education's role in developing specialized skills and knowledge to contribute to national development. Finally, it concludes that higher education prepares students for tertiary education and research at universities while conducting teaching, applied work, and social services.
The document summarizes a strategic planning process for an organization called EFD that aims to improve educational opportunities for disadvantaged children in Vietnam. It involves 4 steps: 1) analyzing current conditions, 2) analyzing EFD's programs, issues, and opportunities, 3) setting long-term goals, and 4) creating a strategic plan. The document provides details on trends in Vietnamese education and identifies 5 major groups of children who are not in school, including those who are poor, disabled, living in shelters, or living without family support. It also discusses EFD's current programming and opportunities to better meet the needs of these different groups.
The education system in Lithuania is governed by laws on education passed in 1991 and amended in 2003. The system includes pre-school, primary, basic, secondary, vocational, and higher education. Education is compulsory between ages 7-16 and provided by state schools as well as private and municipal institutions. The Ministry of Education and Science oversees the system and defines funding criteria.
The document compares and contrasts the education systems of Algeria and Pakistan. It outlines the structure of education in both countries, including pre-school, primary, secondary, and higher education. Some key differences are noted, such as Algeria using a fact-acquisition approach focused on lectures and memorization, while Pakistan emphasizes a three-tiered model. Literacy rates are higher in Algeria, at around 80%, compared to 55% in Pakistan. Both education systems face challenges, such as ineffective pedagogy, lack of teacher training, and inadequate funding in Pakistan.
The Lithuanian education system is regulated by laws on education passed in 1991 and revised in 2003. It consists of formal education from pre-school through university, as well as non-formal options. Formal education includes primary school (ages 7-11), basic education (ages 11-16), secondary education (ages 16-18/19), vocational training, and university. The system is overseen by the Ministry of Education and Science and financed through state and municipal budgets. Recent initiatives aim to improve teaching conditions and increase access to technology in schools.
The educational system in Algeria has undergone significant reforms since independence from France in 1962. The initial system was designed by French colonists to benefit European settlers, but reforms introduced free, compulsory education for all Algerians and replaced the French curriculum and language with Arabic. Current reforms aim to improve teacher training, educational resources, and make course content more culturally relevant. The structure provides 6 years of primary education, 3 years of lower secondary, and 3 years of upper secondary, with the opportunity to pursue higher education.
The Norwegian education system is structured into four main levels: kindergarten, primary and lower secondary education, upper secondary education and training, and higher education. Education is highly valued in Norway and aims to provide equal opportunities regardless of background. The primary level from ages 6-16 is mandatory and free. Kindergarten is voluntary but widely available. Reforms over the decades have increased access and supported those with special needs. Equality of education is embedded in Norwegian values and culture.
Changes in the System of Higher Education in the New UzbekistanYogeshIJTSRD
The document summarizes changes in the higher education system in Uzbekistan since independence in 1991. It notes that while the number of higher education institutions has increased, the proportion of youth enrolled in higher education has decreased. Recent reforms aim to address this by increasing enrollment quotas. The number of places available has risen from 57,907 in 2016/2017 to a planned 150,375 in 2020/2021. Additionally, the number of higher education institutions has grown from 77 to a planned 122, including more foreign institutions. The goal is to enroll 50% of eligible youth in higher education by 2030 to better meet the needs of the economy and society.
The document summarizes and evaluates the goals of Brazil's National Education Plan (NEP). It analyzes each of the NEP's 20 goals in 1-2 paragraphs. Many of the goals are found to be too modest or vague. For example, the goal of universalizing early childhood education for only 50% of children under 3 by 2020 is criticized for not aiming for 100%. Overall, the analysis finds that the NEP lacks a systematic rationale and comprehensive assessment of Brazil's education system, and calls for more specific, data-driven and ambitious targets and strategies.
The education system in Lithuania has several levels. General secondary education is compulsory between ages 7-16 and has three stages - primary school for ages 7-11, lower secondary or basic school for ages 12-17, and senior secondary for ages 17-19. There are also options for pre-school education before age 7, vocational education, and higher education. The school network reform began in the 1990s and is ongoing, with the goal of restructuring the primary, lower secondary, and secondary education system.
In Singapore, the system includes six years of primary school, followed by four to six years of secondary school, and one to three years of postsecondary school. The curriculum for primary schools is common for all students in years one to four.
TOLENTINO, Lhoraine C. - Education Theories, Practices, Issues and Concerns i...Lhoraine Tolentino
- Singapore has transformed from an impoverished island to a highly developed country through prioritizing education. The government funds all schools and sets national standards while schools have autonomy.
- Students are streamed into different tracks based on their academic abilities and take exams like the PSLE. Top performers may enter the Express track for accelerated courses.
- Teaching is a respected profession and teachers receive competitive salaries and benefits. They are strictly evaluated and have opportunities for continuous professional development. The education system aims to develop students' skills and character.
Structure.functions and impact of schools on societymaryamarif31
The document discusses the structure and functions of education and schools in Pakistan. It describes the five levels of Pakistan's education system from primary to university level. It then provides details about the organization, curriculum and examinations at each education level. The document also discusses the impact of education on communities, including promoting sustainable development, reducing poverty and gender gaps, and improving health. Finally, it notes issues with Pakistan's primary education system like many children being out of school and lacking quality education.
The document summarizes the history and organization of South Korea's education system from its introduction in the 1880s to the present day. It describes the establishment of modern schools, the introduction of compulsory education, and the current national education ministry structure. Statistics are provided on education budgets, student enrollment numbers, and the types of schools at different levels. Recent reforms and initiatives to improve education quality through technology and lifelong learning are also outlined.
Palestine, Japan, and Finland a comparative studyMonji Ghanem
This presentation compares the educational systems of Palestine, Japan, and Finland. It discusses key aspects of each system such as structure, outcomes on international assessments, equity, teacher quality, and management. While Japan and Finland consistently score high on PISA, data on Palestine's outcomes is limited due to its situation under occupation. Common factors for success in Japan and Finland include equity, strong teachers, and grassroots management, though what works in one context may not translate directly to others like Palestine.
Sarva Siksha Mission and Primary Education in Kolkata: Changes and Challengesinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document provides an overview of the education system in Ecuador. It discusses the country's demographics, economy, and socio-cultural factors. It then examines the structure of Ecuador's education system, including coverage rates, teacher deployment, expenditures, and reforms. Some of the key challenges it outlines are improving access to education in rural areas and increasing tertiary education graduation rates.
The Education in Ecuador/La Educación en el EcuadorFernando Santos
The Education in Ecuador refers to the general situation throughout the time, specially from the last 10 years. Also, referes aspects from all the educative level in Ecuador.
Educational Systems of the BRICS countries: Preliminary Findings of a Compara...UNDP Policy Centre
Pedro Arruda, an associate researcher for the IPC-IG, participated in the VII BRICS Academic Forum, in Moscow, Russia on 22-23 May. The presentation is based on the paper "Educational Systems of the BRICS Countries: Preliminary Findings of the Comparative, Present and Future Time Adequacy Analysis", which he co-authored with Ashleigh Kate Slingsby (IPC-IG/UNDP), Olga Ustyuzhantseva (CEO, Resource Centre, Tomsk State University), and Abdul Nafey (Dean, Jawaharlal Nehru University).
Annual status of education report 2013 nationalMohammad Moosa
The document summarizes key findings from the Annual Status of Education Report (ASER) 2013 for Pakistan. It finds that:
1) 21% of children ages 6-16 are out of school, a 2% improvement from 2012. Enrollment is lowest among the poorest households and girls.
2) Learning levels remain poor, with over half of class 5 students unable to perform class 2 level tasks in Urdu, English, and arithmetic.
3) There are major divides between rural and urban areas, and among provinces, in access to education, facilities, teacher qualifications, and learning levels. The rural-urban and inter-provincial disparities persist.
Comparison of educational system of pakistan & polandFarhat Munir
Pakistan and Poland are compared on various socioeconomic factors. Poland has a higher GDP, literacy rate, and population compared to Pakistan. Primary education in both countries lasts 5-6 years. Secondary education is divided into lower secondary (3 years in Poland, 2 years in Pakistan) and higher secondary (3 years in Poland, 2 years in Pakistan). Higher education begins at age 17 and includes bachelor's and master's degree programs. While Poland has nearly universal literacy, Pakistan struggles with low literacy partly due to poverty and lack of educational resources. Adopting aspects of Poland's education system could help increase literacy in Pakistan.
This document discusses the structure, aims, and functions of higher education. It begins by defining higher education as continued study after secondary school, around age 18. It then outlines the major streams (science, arts, commerce) that students can pursue and the exam-based nature of higher education programs. The key objectives of higher education are described as providing wisdom and knowledge, furthering social aims like democracy and equality, cultivating higher values, and training future leaders. The document also discusses the national policy's view of higher education's role in developing specialized skills and knowledge to contribute to national development. Finally, it concludes that higher education prepares students for tertiary education and research at universities while conducting teaching, applied work, and social services.
The document summarizes a strategic planning process for an organization called EFD that aims to improve educational opportunities for disadvantaged children in Vietnam. It involves 4 steps: 1) analyzing current conditions, 2) analyzing EFD's programs, issues, and opportunities, 3) setting long-term goals, and 4) creating a strategic plan. The document provides details on trends in Vietnamese education and identifies 5 major groups of children who are not in school, including those who are poor, disabled, living in shelters, or living without family support. It also discusses EFD's current programming and opportunities to better meet the needs of these different groups.
The education system in Lithuania is governed by laws on education passed in 1991 and amended in 2003. The system includes pre-school, primary, basic, secondary, vocational, and higher education. Education is compulsory between ages 7-16 and provided by state schools as well as private and municipal institutions. The Ministry of Education and Science oversees the system and defines funding criteria.
The document compares and contrasts the education systems of Algeria and Pakistan. It outlines the structure of education in both countries, including pre-school, primary, secondary, and higher education. Some key differences are noted, such as Algeria using a fact-acquisition approach focused on lectures and memorization, while Pakistan emphasizes a three-tiered model. Literacy rates are higher in Algeria, at around 80%, compared to 55% in Pakistan. Both education systems face challenges, such as ineffective pedagogy, lack of teacher training, and inadequate funding in Pakistan.
The Lithuanian education system is regulated by laws on education passed in 1991 and revised in 2003. It consists of formal education from pre-school through university, as well as non-formal options. Formal education includes primary school (ages 7-11), basic education (ages 11-16), secondary education (ages 16-18/19), vocational training, and university. The system is overseen by the Ministry of Education and Science and financed through state and municipal budgets. Recent initiatives aim to improve teaching conditions and increase access to technology in schools.
The educational system in Algeria has undergone significant reforms since independence from France in 1962. The initial system was designed by French colonists to benefit European settlers, but reforms introduced free, compulsory education for all Algerians and replaced the French curriculum and language with Arabic. Current reforms aim to improve teacher training, educational resources, and make course content more culturally relevant. The structure provides 6 years of primary education, 3 years of lower secondary, and 3 years of upper secondary, with the opportunity to pursue higher education.
The Norwegian education system is structured into four main levels: kindergarten, primary and lower secondary education, upper secondary education and training, and higher education. Education is highly valued in Norway and aims to provide equal opportunities regardless of background. The primary level from ages 6-16 is mandatory and free. Kindergarten is voluntary but widely available. Reforms over the decades have increased access and supported those with special needs. Equality of education is embedded in Norwegian values and culture.
Changes in the System of Higher Education in the New UzbekistanYogeshIJTSRD
The document summarizes changes in the higher education system in Uzbekistan since independence in 1991. It notes that while the number of higher education institutions has increased, the proportion of youth enrolled in higher education has decreased. Recent reforms aim to address this by increasing enrollment quotas. The number of places available has risen from 57,907 in 2016/2017 to a planned 150,375 in 2020/2021. Additionally, the number of higher education institutions has grown from 77 to a planned 122, including more foreign institutions. The goal is to enroll 50% of eligible youth in higher education by 2030 to better meet the needs of the economy and society.
The document summarizes and evaluates the goals of Brazil's National Education Plan (NEP). It analyzes each of the NEP's 20 goals in 1-2 paragraphs. Many of the goals are found to be too modest or vague. For example, the goal of universalizing early childhood education for only 50% of children under 3 by 2020 is criticized for not aiming for 100%. Overall, the analysis finds that the NEP lacks a systematic rationale and comprehensive assessment of Brazil's education system, and calls for more specific, data-driven and ambitious targets and strategies.
The education system in Lithuania has several levels. General secondary education is compulsory between ages 7-16 and has three stages - primary school for ages 7-11, lower secondary or basic school for ages 12-17, and senior secondary for ages 17-19. There are also options for pre-school education before age 7, vocational education, and higher education. The school network reform began in the 1990s and is ongoing, with the goal of restructuring the primary, lower secondary, and secondary education system.
In Singapore, the system includes six years of primary school, followed by four to six years of secondary school, and one to three years of postsecondary school. The curriculum for primary schools is common for all students in years one to four.
TOLENTINO, Lhoraine C. - Education Theories, Practices, Issues and Concerns i...Lhoraine Tolentino
- Singapore has transformed from an impoverished island to a highly developed country through prioritizing education. The government funds all schools and sets national standards while schools have autonomy.
- Students are streamed into different tracks based on their academic abilities and take exams like the PSLE. Top performers may enter the Express track for accelerated courses.
- Teaching is a respected profession and teachers receive competitive salaries and benefits. They are strictly evaluated and have opportunities for continuous professional development. The education system aims to develop students' skills and character.
Structure.functions and impact of schools on societymaryamarif31
The document discusses the structure and functions of education and schools in Pakistan. It describes the five levels of Pakistan's education system from primary to university level. It then provides details about the organization, curriculum and examinations at each education level. The document also discusses the impact of education on communities, including promoting sustainable development, reducing poverty and gender gaps, and improving health. Finally, it notes issues with Pakistan's primary education system like many children being out of school and lacking quality education.
The document summarizes the history and organization of South Korea's education system from its introduction in the 1880s to the present day. It describes the establishment of modern schools, the introduction of compulsory education, and the current national education ministry structure. Statistics are provided on education budgets, student enrollment numbers, and the types of schools at different levels. Recent reforms and initiatives to improve education quality through technology and lifelong learning are also outlined.
The UK school system is centralized around the national curriculum, assessments, and standards while giving schools autonomy in how they deliver education. It is comprised of state schools (91% of students), independent schools (7%), and special schools (2%). Education is broken into phases from pre-school to further education, and the national curriculum outlines the subjects taught at each key stage. The government prioritizes inclusion, personalization of learning, expanding vocational pathways, and increasing participation in higher education.
This document discusses the poor quality of education in India's elementary schools and identifies potential solutions. It outlines several issues with the current system such as lack of infrastructure, low enrollment and retention rates, and poor quality of input and outcomes. Teacher-related problems like absenteeism and lack of pedagogical skills are also discussed. The document then analyzes current policies and programs in India as well as examples from the US and Rajasthan to identify effective practices. It concludes by recommending policy solutions like ensuring well-trained teachers, focusing on learning outcomes, improving funding, using technology, and developing public-private partnerships to enhance school quality in India.
This document discusses the poor quality of education in India's elementary schools and identifies potential solutions. It notes that while universal access has been achieved, quality remains low, with many students unable to perform basic literacy and math skills. Issues include teacher absenteeism and lack of skills, inadequate infrastructure, and low learning outcomes. The document compares policies in the US and Rajasthan that focus on standardized testing, information disclosure, and school accountability. It recommends initiatives to improve teacher training, set national standards, strengthen infrastructure through public-private partnerships, increase funding, and leverage technology for teaching materials. The goal is to ensure all students receive a quality education with equal opportunities.
In a bid to revamp and rejuvenate the Education Sector, the Sokoto State Government, under the leadership of His Excellency, Rt. Hon. Aminu Waziri Tambuwal, CFR declared a State of Emergency on the Sector. This was followed by the inauguration of “Council on the State of Emergency on Education in Sokoto State” to develop policies and a Technical Committee to study the situation, identify the challenges, proffer solutions and work out the modalities for the implementation of the resolutions reached.
National education systems in Turkey are summarized as follows:
1) Turkish is the primary language of instruction across all education levels, though foreign languages like English, French, and German are taught starting in 4th grade.
2) Both public and private institutions provide education, with over 90% of students attending public schools that are administered by the Ministry of National Education.
3) Compulsory education consists of 8 years of primary school for students ages 6-14, with a 98.6% net attendance rate. Secondary education is optional but pursued by 69.33% of students.
The document summarizes the objectives and key aspects of secondary education in Pakistan according to various national plans and policies. The Sixth Five Year Plan from 1983-1988 aimed to increase literacy rates and school enrollment. Major components included utilizing mosques for early classes, expanding school buildings, introducing mixed enrollment, and increasing teachers. The national education policies of 1979 and 1998-2010 sought to make Islamic principles part of curricula and expand equitable access to secondary education.
The Turkish education system underwent major reforms after becoming a republic, including secularization and changing from the Arabic to the Latin alphabet. Education is a high priority and receives over 22% of the national budget. The goal of the system is to develop productive citizens who contribute to society through their skills and modern world.
The system includes formal education like pre-school, primary, secondary, and higher education in universities. It also includes non-formal education outside the formal system through activities like vocational training. After primary school, students take exams to determine which type of secondary school they will attend like Anatolian, science, or vocational high schools. They must pass the university entrance exam to attend higher education.
The document discusses elementary education in several countries including Pakistan, India, Bangladesh, South Korea, Japan, and Canada. It provides details on the structure of elementary education in each country, including the grades covered, subjects taught, governing bodies, and some key issues faced. Elementary education is seen as laying the foundation for further learning and playing an important role in students' development.
The document provides an overview of the education system in Sri Lanka. It discusses the national goals of aiming for nation building and developing skills for a modern economy. It describes the structure of primary, secondary, vocational, and tertiary education. Primary education lasts 5 years, after which students can take the Grade 5 exam. Secondary education has two phases, junior secondary (grades 6-9) and senior secondary (grades 10-13). The curriculum and administration of schools is also outlined. Challenges facing the system include improving English skills and addressing stress from an exam-focused approach. A comparison is made between Sri Lanka and Pakistan's education systems and economic indicators.
Introduction to Elementary Education in pakistan 626Zahid Mehmood
The document discusses elementary education systems in Pakistan, the UK, and Malaysia. It provides details on:
- The structure of elementary education in Pakistan, including its evolution, constitutional provisions, levels (primary and middle), enrollment statistics by sector and gender.
- Key stages in the UK system, including the structure of primary education, types of primary schools, the national curriculum, and assessment.
- Comparisons between the elementary education systems of Pakistan, UK and Malaysia in terms of definitions, concepts, scope, and structure.
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Field(i) outline of japanese school system (slides)
1. Tsutomu HORIUCHITsutomu HORIUCHITsutomu HORIUCHI
(((JAPANESE EDUCATIONAL SYSTEM & PRACTICEJAPANESE EDUCATIONAL SYSTEM & PRACTICEJAPANESE EDUCATIONAL SYSTEM & PRACTICE PART 1PART 1PART 1)))
1 The School System in Japan
2 Pre-School Education
3 Elementary Schools
4 Lower Secondary Schools
5 Six-year secondary Schools
6 Upper Secondary Schools
7 Colleges of Technology
8 University System (Colleges, Graduate Schools)
9 Schools for the Handicapped
10 Specialized Training Colleges and
Miscellaneous Schools
11 Modernization of Japan and the Public Education System
FieldFieldFieldⅠⅠⅠ Outline of Japanese School SystemOutline of Japanese School SystemOutline of Japanese School System
Center for Research on International Cooperation in EducationalCenter for Research on International Cooperation in EducationalCenter for Research on International Cooperation in Educational Development (CRICED)Development (CRICED)Development (CRICED)
University of Tsukuba, JAPANUniversity of Tsukuba, JAPANUniversity of Tsukuba, JAPAN
URL. http://URL. http://URL. http://www.criced.tsukuba.ac.jp/keieiwww.criced.tsukuba.ac.jp/keieiwww.criced.tsukuba.ac.jp/keiei///
2. 1
■Change from a dual system to a single-track school system
●Change from dual system before World War Ⅱ to single-track school system after that;
●6-3 school system
■Change from single-track school system to dual system
●The system of colleges of technology (the levels of upper secondary education + lower higher education)
●Secondary school system (the levels of lower secondary education as compulsory education + upper
secondary education as non-compulsory education)
■Primary and collateral education
●Schools defined in Article 1 of the School Education Law as primary schools
(ten school types are provided by Article 1 of the School Education Law: elementary schools, lower secondary
schools,
upper secondary schools, six-year secondary schools, universities, colleges of technology, schools for the blind,
schools for the deaf, schools for the mentally or physically handicapped, and kindergartens)
●Specialized training colleges and miscellaneous schools as “collateral” education
■Increasing elasticity and flexibility of education in a life-long learning society
●Cooperation and interaction between school and out-of-school education
●Dissolution of uniformity and closeness in school systems
(Ⅰ−1 )
The school system in Japan
3. 2(Ⅰ−2 )
The school system in Japan
Higher Education
18 19 20 21 22 23 24 25 26 27
13 14 15 16 17 18 19 20 21
Advanced
Doctorate
CourseUniversities
5-year Doctoral
Program
Preparatory
Doctorate
Course
Junior
Colleges
Master’s
Program
Pre-school
Education
Elementary Education Secondary Education
1
3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
2 3 4 5 6 7 8 9 10 11 12 13 14
Compulsory Education
Elementary Department
Lower
Secondary
Department
Upper
Secondary
Department
Kindergarten
Department
( E d u c a t i o n f o r H a n d i c a p p e d C h i l d r e n )
EntranceExamination
QualifyingCertificate
Examination
Elementary Schools
Lower
Secondary
Schools
Upper
Secondary
Schools
Kindergartens
Part-time
Correspondence
Colleges of Techno
Special Training
Miscellaneous
Technology
Colleges
Schools
Six-year Secondary Schools
6. 5
■Kindergartens
●Educational facilities that are superintended by MEXT
●They target children from 3 to 5 years old
●Established by the state, autonomous regional entities and
scholastic corporations
■Integration of two tier systems
of pre-school education
●The dualism of day care centers and kindergartens
●The demand for unification due to declining birth rates,
changes in work situations, administrative and financial efficiency, etc.
(Ⅰ−5 )
Pre-school Education
7. 6Kindergartens and Nursery schools
年齢(歳) 0 1 2 3 4 5
幼稚園 →小学校
保育所 →小学校
Age
Kindergarten
Nursery
school
Elementary
school
Elementary
school
(Ⅰ−6 )
Pre-school Education
8. 7
14,061 49 5,649 8,363
Total 1,753,393 6,626 356,770 1,389,997
3 years old 410,228 1,210 41,311 367,707
4 years old 642,804 2,731 135,415 504,658
5 years old 700,361 2,685 180,044 517,632
109,806 329 25,704 83,773
Number of Kindergartens
NumberofKindergarteners
Number of Full-time
Teachers
Classifications Total National Public Private
Statistics data about Kindergartens
As of May 1st, 2004
(Ⅰ−7 )
Pre-school Education
10. 9(Ⅰ−9 )
Elementary Schools
■Establishment
●Establishment by the State, local governments, and incorporated
educational institutions
●Compulsory school establishment (municipalities) and compulsory
school enrollment (person who has parental authority)
■Management
●Management and expense burdens by founders
Principle of management of founder, expense-burden
- Article 5, the School Education Law
●System of the National Treasury’s Share of Compulsory Education
Expenditure
●System of teaching staff supported by prefectural funds
●Administration by municipal board of education
11. 10Management Structure of Public Compulsory Education School(Ⅰ−10 )
Elementary Schools
Prefecture
(Board of education)
Compulsory Education School
(Elementary school)
Municipalty
(Board of education)
Guidance, advice,
assistance
Appointment and
dismissal / shareof
allowanceof teaching
staff supporting by
prefectural fund
Supervisionof teaching staff
supporting byprefectural fund
TheCourseof Study
Textbookauthorization
ShareofCompulsory
EducationExpenditure
Guidance, advice,
assistance
State
(MEXT)
(MEXT: Ministry of Education, Culture, Sports, Science and Technology)
12. 11Statistical data about elementary school
As of May 1, 2004
Number of Schools 23,420 73 23,160 187
Number of Classes 274,062 1,279 270,715 2,068
Number of
Students
7,200,933 46,958 7,084,675 69,300
Number of Full-
time Teachers
414,908 1,763 409,665 3,480
Category Total National Public Private
(Ⅰ−11 )
Elementary Schools
14. 13
■Objectives
●Individual lower secondary educational institutions in a single-track 6-3-3-4
school system
●A guarantee of the secondary education as compulsory educational institutions
■Establishment
●Establishment by the state, regional bodies or educational corporations
●Municipalities’ obligation to establish compulsory school and obligation of
a person who has parental authority to enroll children for compulsory school
●Dualization of compulsory secondary education by putting lower secondary
schools under the authority of prefectures
■Administration
●Administration and expense-burden by the founder (Principle of management
of founder, expense-burden : §5 the School Education Law )
●System of the National Treasury's Share of Compulsory Education Expenditures
●The system of teaching staff supported by prefectural funds
●Administration of the municipal board of education
(Ⅰ−13 )
Lower Secondary Schools
15. 14Management Structure of Public Compulsory Education School(Ⅰ−14 )
Lower Secondary Schools
Compulsory Education School
(lower secondary school)
Prefecture
(Board of education)
Municipalty
(Board of education)
Guidance, advice,
assistance
Appointment and
dismissal / shareof
allowanceof teaching
staff supporting by
prefectural fund
Supervisionof teaching staff
supporting byprefectural fund
TheCourseof Study
Textbookauthorization
ShareofCompulsory
EducationExpenditure
Guidance, advice,
assistance
State
(MEXT)
(MEXT: Ministry of Education, Culture, Sports, Science and Technology)
16. 15
As of May 1, 2004
(Ⅰ−15 )
Lower Secondary Schools
Number of Schools 11,102 76 10,317 709
Number of Classes 118,275 864 110,798 6,613
Number of Students 3,663,513 33,453 3,394,055 236,005
Number of Full-
time teachers
249,794 1,640 235,317 12,837
Category Total National Public Private
Statistical data about lower secondary school
18. 17
■Aim:
●to eliminate the discontinuity of secondary education caused by different philosophies
between lower secondary schools and upper secondary schools;
●to provide lower secondary schools and upper secondary schools with consistency
■Formation or establishment:
●“secondary schools” are established as individual schools;
●public secondary schools are established by prefectures and municipalities;
●kinds of secondary education
- secondary school
- lower and upper secondary school in annex-type
- lower and upper secondary school in tie-up-type
■System
●term: six years (lower division: three years; upper division: three years)
● public school: school fees are not collected in lower division
●public school: entrance selection is not based on achievement test
●it is possible to transfer to lower secondary schools and upper secondary schools on the
way.
(Ⅰ−17 )
Six-year Secondary Schools
19. 18(Ⅰ−18 )
Six-year Secondary Schools
a. 6-year Secondary schools
Lower division (3 years) Upper division (3 years)
1 2 5 6
b. Annex-type
Lower secondary school (3 years) Upper secondary school (3 years)
1 2 3 4 5 6
c. Tie-up-type
Lower secondary school (3 years)
1 2 3 Upper secondary school (3 years)
4 5 6
+
+
3 4
Types of 6-year secondary school education
20. 19Statistical data on six-year secondary schools
18 2 7 9
Number of Lower
Divisions 6,051 1,419 1,277 3,355
Number of Upper
Divisions 2,136 696 230 1,210
470 87 136 247
NumberofStudents
Number of Schools
Number of Full-time
Teachers
Classification Total National Public Private
May 1, 2004
(Ⅰ−19 )
Six-year Secondary Schools
22. 21(Ⅰ−21 )
Upper Secondary Schools
■ Types of upper secondary school systems:
●Full-time school - part-time course - correspondence course
●Grade system – credit system
●Ordinary education department - Specialized education department
- Comprehensive department
●General education course - Advanced course - Specialized course
■Educational Curriculum of upper secondary school:
●Subjects, Special Activities and Integrated Study
●Ordinary subjects and subjects for specialized education
●Requirements for graduation: more than 74 credits
23. 22Diversification of school education after compulsory education
中学校
Upper secondary school
専修学校(高等課程−高等専修学校)
各種学校
Lower secondary school
Full-time course – Part-time course – Correspondence course
The preceding course of college of technology
The last term of six-year secondary school
Specialized training college (upper course – upper specialized training college)
Miscellaneous school
Grade course – credit course
Ordinary education course – Specialized education course – Comprehensive course
General course – Advanced course
(Ⅰ−22 )
Upper Secondary Schools
24. 23Statistics on higher secondary education
Number of
Schools
5,429 15 4,093 1,321
Number of
Subjects
8,242
Number of
Students
3,719,048 8,853 2,612,679 1,097,516
Number of Full-
time Teachers
255,605 594 194,925 60,086
General Courses:4,990/Vocational Education
Courses:2,998/Comprehensive Courses:189
Classification Total National Public Peivate
May 1, 2004
(Ⅰ−23 )
Upper Secondary Schools
(Number of subjects: 2002)
26. 25(Ⅰ−25 )
Colleges of Technology
■Characteristics
● Set up in 1967 by requests from business circles
● 5-year technical educational institution after compulsory education
● Industrial course and mercantile course as special fields
(Departments include also Information and Management)
●Have both characteristics of the upper course of secondary
education (upper secondary school) and the lower course of higher
education (junior college)
●Modification of single track school system – systematic end-up and
transfer to universities
■Organization
●Departments as educational organizations
●Grade / Class system – 40 students per class
● Teachers’ organization based on university and management
organization based on non-university
27. 26Institutional Position of College of Technology(Ⅰ−26 )
Colleges of Technology
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Primary School
Lower
Secondary
School
Upper
Secondary
School
College of Technology
University・Junior
College
28. 27Statistical data about college of technology
As of May 1, 2004 (Type of college of technology: 2002)
(Ⅰ−27 )
Colleges of Technology
Number of Schools 63 55 5 3
College of Technology:
57
49 5 3
Maritime Technology
etc:5
5 0 0
Number of Students 56,076 49,272 4,532 2,272
Advance Rate to
Universities or Upper
Schools
3,929 (39.2)
3,557
(40.7)
242
(29.8)
130
(28.0)
Number of Full-time
Teachers
4,473 3,936 379 158
Type of College of
Technology
Category Total National Public Private
30. 29(Ⅰ−29 )
Universities (Colleges, Graduate schools)
■Ideas and Types of University Institutions
●Higher educational institutions – Post-secondary educational institutions
– Tertiary educational institutions
●Colleges – universities – graduate schools
●The 2-year basis – the 3-year basis – the 4-year basis – (the 5-year basis)
– the 6-year basis
■Particularities of Universities in Japan
●Quantitative expansion – mass education
●Examination competition and university stratification
●Respect for research functions and disrespect for educational functions
■Current Reforms of University Education
●The decline in birth rates, reorganization and integration of universities
●The conversion of colleges into 4-year universities
●Turning national universities into newly independent administrative
institutions
●professional graduate schools
31. 30Management System of National University Corporations
President
Director
Committee on
nomination of
president of school
President
Executives / Staffs
Members outside school
(more than 2/1)
President
Executives
Heads of Departments
Others
Administrative
conference
Board of directors
Educational
Research Assembly
Manager
(Ⅰ−30 )
Universities (Colleges, Graduate schools)
32. 31Statistical data on junior colleges and graduate schools
〈University〉
〈Junior College〉
May 1, 2004
May 1, 2002
Number of Schools 709 87 80 542
Number of Students 2,809,295 624,389 122,864 2,062,042
Number of Full-time
Teachers
158,770 60,897 11,188 86,685
Classification Total National Public Private
Number of Schools 508 12 45 451
Number of Students 233,754 2,975 16,510 214,269
Number of Full-time
Teachers
12,740 240 1,418 11,082
Classification Total National Public Private
(Ⅰ−31 )
Universities (Colleges, Graduate schools)
33. 32Examination by the national center for university entrance examination(Ⅰ−32 )
Universities (Colleges, Graduate schools)
January 2005
34. 33
■Establishment:
●Prefectural government
■Class:
●Special class − eight students
●Special schools for the disabled:elementary and lower
secondary department - six students, upper secondary
department – eight students, class for multiple-
handicapped – three students
●Fixing flexible criteria by each prefectural government
■System of school for the handicapped with elasticity and
flexibility:
●Multiple and severe handicaps and diverse
disabilities
●Specially supported education
(Ⅰ−33 )
Schools for the Handicapped
35. 34The Classification of Schools and Classes for the Handicapped
■Schools for the handicapped
Schools for the blind, schools for the deaf, schools for the
handicapped other than the blind and deaf−mentally retarded,
physically disabled and the health impaired
■Classes for the handicapped
Mentally retarded, physically disabled,
the health impaired, partially sighted,
hard of hearing and others
■Resource classroom system
■Visiting education
(Ⅰ−34 )
Schools for the Handicapped
36. 35Statistical data on schools for the disabled
Schools for the Blind 71 1 68 2
Schools for the Deaf 106 1 104 1
Schools for the Handicapped other
than the blind and the deaf 822 43 767 12
Schools for the Blind 3,870 182 3,597 91
Schools for the Deaf 6,573 273 6,235 65
Schools for the Handicapped other
than the blind and the deaf 88,353 2,597 85,097 659
Schools for the Blind 3,409 83 3,288 38
Schools for the Deaf 4,935 88 4,816 31
Schools for the Handicapped other
than the blind and the deaf 53,912 1,279 52,443 190
Numberof
Schools
Numberof
Students
NumberofFull-
timeTeachers
Classification Total National Public Private
May 1, 2004
(Ⅰ−35 )
Schools for the Handicapped
38. 37
■Characteristics
●“non-regular” institutions of education (schools not defined in the Article 1
of the School Education Law)
●Specialized training college as institutionalization of miscellaneous schools
●Life-long learning society and diversification of educational opportunities
■Institutional Position
●Specialized training college – equal to upper secondary education or higher education
●Miscellaneous school – school that does not come under any article of any law,
modeled after specialized training college, private school for preparing students
for entry into a university, schools for foreigners
■Establishment
●State
●Local governments
●Others – not necessarily to be a corporation
Miscellaneous school – have necessary economic base, knowledge / experience,
social confidence
■Sphere of Education
●industry, agriculture, medical care, hygiene, education / social welfare, commerce,
dressing / domestic science, liberal arts
(Ⅰ−37 )
Specialized Training Colleges and Miscellaneous Schools
39. 38(Ⅰ−38 )
Specialized Training Colleges and Miscellaneous Schools
■Curriculum
●Higher course: Graduation from lower secondary school is required.
●Advanced course:
Graduation from upper secondary school is required.
●General course: Not required
■Criteria
●Term: more than one year
●Period: more than 800 periods per year
(more than 450 periods in case of evening course)
●The number of students: more than 40
●The number of teachers and the area of school buildings:
minimum based on course, department and the number of students
40. 39
Statistics on Specialized Training Colleges
Number of Schools 3,444 15 201 3,228
Number of Students 792,054 1,124 28,944 761,986
Number of Full-time
Teachers
40,663 164 2,634 37,865
Classification Total National Public Private
Statistics on Miscellaneous Schools
As of May 1, 2004
(Ⅰ−39 )
Specialized Training Colleges and Miscellaneous Schools
Number of Schools 1,878 20 1,858
Number of Students 178,117 − 1,344 176,773
Number of Full-time
Teachers
11,267
−
82 11,185
Classification Total National Public Private
Statistical data about Specialized Training Colleges and Miscellaneous Schools
42. 41
Background and requirement
●Maturity of late Edo period
Economy-’Economy of selling rice’
Development of commercial capital, establishment of exchange trust economy, maintenance of distribution and transportation
Single commodity (United States) same price一
Religion and Culture – ‘Laicized medieval times’
Primacy of political power over religious power
Coexistence of Buddhism, Shinto, Confucianism
Education – ‘world’s best literacy rate’
Political no-control on education
For a period of time, there were about 20000 ‘Terakoya’ which was an educational institutions of the people
●Opening up the country – modernization and balance of power – intra-temporal involvement of great powers
●No corruption of political power - Confucianism as ethos
The modern school system and western model
●Educational System (1872) –system: France, philosophy: England, educational method: the United States of America
● 「Education Ordinance」(1879) –American liberalism and noncompulsory school attendance
● 「Amended Education Ordinance」(1880)- German style state control-oriented education
Arinori Mori and Japanese style public education
●Understanding public education – ‘Nourishment of national spirit’( formation of the nation by the state)
● Four School Ordinance (Primary School Ordinance, Lower Secondary School Ordinance、University Ordinance、Normal School Ordinance and clarification
of the objective
●‘Late capitalist state’ and promotion of efficiency of government initiated public education management
●‘Imperial Rescript on Education’(1890) and promotion of vocational education
Establishment of Emperor-ruled nation and establishment of compulsory education system
●No tuition fee charged for compulsory education (1900)and increase of school enrollment
●Extension of compulsory education to 6 years (1907)
Establishment of public education system in the Meiji period and the development within the framework
●Improvement of higher education and expansion of education opportunity
● 「Taisho Liberal Education」and new education movement
●World War Ⅱ and trend toward militarism in education
Post war education reform and democratization of education
(Ⅰ−41 )
Modernization of Japan & the Public Education System
43. 42
Composition(1)
Part 1
Ⅰ Outline of Japanese
School System
41 slides
1 The School system in Japan
2 Pre-school Educational
Institution System
3 Elementary Schools System
4 Lower Secondary Schools
System
5 Six-year secondary schools
System
6 Upper secondary schools
System
7 Colleges of Technology System
8 System of University (Colleges,
Graduate schools)
9 System of Schools for the
Handicapped
10 System of Specialized Training
Colleges and
Miscellaneous Schools
11 Modernization of Japan &
Public Education System
Ⅱ Japanese Educational
Administration & Finance
87 slides
1 System of Law
2 Fundamental Law of Education
3 Movement of the Reforms of Education
Administration (1)
4 Movement of the Reforms of Education
Administration (2)
5 The Board of Education
6 Ministry of Education, Culture, Sports,
Science and Technology (MEXT)
7 Guidance Administration by MEXT
8 Educational Finance and the Burden
Structure
9 Schools Provided by the School Education
Law
10 Establishment and Management of School
11 Criteria of School Facilities and Criteria of
Class Size
12 Enrollment and No-Attendance
13 Self-Evaluation / Third Party Evaluation of
School
14 Disclosure of Educational Information
15 School Councilor System
16 Textbooks and Supplementary Materials
17 Disciplinary action against children and
students
18 Specially Supported Education System
19 Student of Permitted Enrollment System
20 Education of Children in Isolated Areas
21 Evening Lower Secnondary School
22 Lower Secondary Equibalency Examination
Ⅲ Japanese Social Education
43 slides
1 Social Education Facilities 1
(Citizen’s Public Hall )
2 Social Education Facilities 2
(Library)
3 Social Education Facilities 3
(Museum)
4 Supervisor for Social Education
5 House for Youth & Children’s
Natural House
6 Social Educational Organization
7 Social Correspondence Education
8 Social Physical Education & Life-
long Sport
9 Cultural Center (Private Profit
Social Education Business)
Composition(1)
44. 43
Composition(2)
Part 2
Ⅳ Organization & Implementation
of Curriculum
74 slides
(1) Outline
1 Total Structure of Curriculum
2 Process of Curriculum Development
(2) Organaization of Curriculum
3 Educational Objectives & Curriculum
4 Curriculum & Course of Study
(3) Implementation of Curriculum
5 Organization of Units & Material Study
6 Lesson Plan
7 Evaluation of Study
8 Evaluation of Class, Evaluation of
Curriculum
9 Formation of Guidance
(4) Examples of Curriculum Activities
10 Subjects in Elementary School
11 Moral Education
12 Special Activities 1 (Class Activities)
13 Special Activities 2 (Students Council)
14 Special Activities 3 (Club Activities)
15 The Period of Integrated Study
16 Club Activities
Ⅴ Classroom Management
43 slides
1 Classroom Management Plan
2 Class Objectives
3 Class Activities, Group Activities, Day
Duty
4 Class Newsletters
5 Group Activities of the Various Aged
6 Non-attendance at school
7 Measures of non-attendance at
school
8 Visits to Children’s Homes
9 School counselor
10 Guidance Meeting
11 Class fee
Ⅵ School Management
34 slides
1 School Management
2 School Management
Plan
3 Educational Goals of
School
4 Curriculum Management
5 Teachers’ Meeting
6 Principal’s Duty &
Competence
7 Principal
8 School Management
Duties
9 Head-teacher System
10 School Assessment
11 Evaluation of Teachers
12 Risk Management of
School
13 System of School
Choice
Composition(2)
45. 44
Composition(3)
Ⅷ Teacher’s Qualifications・
Training
40 slides
1 Teacher’s Qualifications
2 Pre-service Training of Teachers
3 Equivalency Examination of Teacher's
Qualification
4 Appointment of Teacher
5 In-service Training
6 In-service training within own school
7 School-leader’s Training
8 Teachers’ Salaries
9 Punishment for Teachers
Part 2
Ⅶ Cooperation between School and
Local Community
75 slides
1 PTA: Parents−Teacher Association
2 Visits to children’s homes
3 Visit on class
4 Parents and Teacher Meeting
5 The Report Card
6 Note for Communication Between
Teachers and Guardians
7 School newsletter, Grade newsletter,
Class newsletter
8 The School’s Home Page
9 Utilizing Human Resources of
Community
10 The Working Experience
11 Community learning
12 School Councilor
13 The Opening Schools for the Public
14 Complex Facilities
15 Kodomo-kai (Children's Gathering)
16 Local education liaison council
17 110 Home for Children
18 Education Costs Paid by Guardians
Composition(3)
46. 45
Composition(4)
Part 3
Ⅸ Japanese School
life & Culture
・ School Events
15 slides
1 (Items List)
2 Entrance Ceremony
3 Opening Ceremony
4 Morning Assembly
5 School Excursion
6 Sports Day 1
7 Sports Day 2
8 Marathon Race
9 Overnight Trip with
Outdoor Study
10 School Trip
11 Medical Check-up
12 Disaster Drill
13 Music Festival
14 Closing Ceremony
15 Graduation Ceremony
・ The Typical Day of a
Teacher
13 slides
16 (Items list)
17 Morning meeting
18 Preparation for Class
19 Teaching Classes
20 Skills to Teach
21 Recesses
22 School Lunch 1
23 School Lunch 2
24 Cleaning Time
25 Meeting before going
back home
26 Teachers’ Room
27 Teacher’s Desk in
Class
28 Instructions to
Students
・ The Typical Day of a
Student
15 slides
29 (Items List)
30 Going to School in a
group
31 Morning Meeting
32 Class-based activities
33 Before Class
34 Class Hour
35 Recesses 1
36 Recesses 2
37 Recesses 3
38 Playing
39 Before & After Lunch
40 Teachers’ Room
41 Meeting before going
home
42 Getting out of School
43 After School
・ Japanese School Life
29 slides
44 (Items List)
45 Greeting
46 Collective Discipline
47 Name, Name Card
48 Preparing & Clearing
up
49 School Lunch Bag
50 Recording
51 Indoor Shoes
52 Lunch Time
53 Cooperative Work
for School Lunch
54 School Lunch Menu
55 Cooperative Work
for Cleaning
56 Places for Cleaning
57 Keeping Animals,
Growing Plants
58 Notice 1
59 Notice 2
60 Notice 3
61 Nurse’s Office
62 Co-education
63 Health Education
64 Students’
Preferences
65 Uniform
66 School Emblem,
School Song
67 Testimonial
68 National Flag, Clock
69 Memorial for
Graduation
70 Assistant English
Teacher
71 Notice 4
72 Teachers’ Study
Composition(4)
47. 46
About the use of Japanese teaching materials
Japanese and English−−−PDF fileTraining module
Language
−
Manual
Slide collection CD
University foreign
student center
−
Manual
Slide collection CD
Japan Foundation
Organization related
to JICA
HP of CRICED
Japanese and English
Japanese and English
Japanese and English
−PDF fileIndex
ManualPDF file
Manual of
teaching materials
Slide collection CDPDF file
Teaching
materials
Request about teaching-materials use
CRICED has the copyright of these teaching materials, and it is prohibited to edit or reproduce these materials
without notice of approval, including publishing photographs, figures, tables, and description.s And, when
using these teaching materials except in the context of training under the auspices of international educational
cooperation for a developing country, contacting and obtaining consent from CRICED beforehand about the
purpose of use and the usage is required.
About the use of teaching materials
○ The background of teaching-materials development
In order to promote and sustain elementary secondary education within a developing country, preparation of educational management,
educational system, social education teacher training, and other aspects. become requisites. Japan has accumulated much educational
experience which can provide useful information for a developing country in contrast to the dominant flow of information that derives from
educational cooperation among advanced nations. The interest regarding the Japanese educational model, which differs from European
and American models, is very high in developing countries. However, Japan has not adequately responded to such needs until recently.
It is useful to maintain and reconstruct the information about Japan's educational experience, and to prepare materials that can be shared
with developing countries.
○ The purpose and budget of teaching-materials development work
After fully understanding the features of the educational situation of a partner country, and the needs which the educational staff of a
developing country have, educational cooperation enterprises need to to be considered, including how to transmit information on Japan‘s
educational experience. The form of educational cooperation activities varies, including provision of training in Japan, dispatch of training
to the spot, and training through local educational personnel. The method of this particular activity is to edit effective teaching materials for
use in all types of educational cooperation, and to construct information databases about teaching-materials development and teaching
methods. The Ministry of Education, Culture, Sports, Science and Technology recognizes its utility and supplies the budget as 「Project to
Organize Information on Educational Experiences from Japan ~Focusing on Educational Management and Teachers’ Training」 (the
cooperation building project system for international cooperation in educational development promoted by MEXT).
○ The kind, form, whereabouts and the language of teaching materials
48. 47
The method for preparing a training module
This set of teaching materials consists of 509 slides covering 113 topics within
nine domains, comprising outlines, charts, photographs and text. Provisionally, if
one slide is explained in 1 minute, the full explanation and coverage of the entire
set of teaching materials takes 509 minutes, or 8 hours or more.
In fact, the time required to cover a slide and to perform a presentation should be
based on the the purpose and target of training. The set or slides that specify the
purpose, object, etc. of the training is called a training module.
In CRICED, because various training modules are exhibited on HP, please refer
to this set of slides and create an individualized training module from the PDF file
on the CD and HP slide collections.
● How to create a training module from the CD slide collection
i. The file of the CD slide collection is moved to one’s own personal computer.
ii. The new screen of the software for presentations is opened.
iii. Insertion → file to a slide → the original form is saved. Slide which saves →
slide is chosen. (If it does not, choose "the original form is saved", because color
scheme of the background, the character and line may change, so please be careful )
● Acrobat is required to create a training module from the PDF file of HP.
The method for preparing a training module
49. 48
Members of the editorial board
(Members of the editorial board)
Supervisor:Mariko Sato
-Textbook-
Editor
Ryoichi Kamada &
Nobuhiko Yanagibayashi
Page layout
Yukiko Yamao
-Slides-
Editor
Ryoichi Kamada &
Nobuhiko Yanagibayashi
Slide layout: Ryoichi Kamada
Chart design: Nobuhiko Yanagibayashi
Documents research : Nobuhiko Yanagibayashi
Photographs & Interview : Ryoichi Kamada / Atsuyoshi Hirata
50. Japanese Educational system and Practice
(A Core Center of the Cooperation Bases System Building Project for
International Cooperation in Educational Development Promoted by MEXT)
「Project to Organize Information on Educational Experiences from Japan
− Focusing on Educational Management and Teachers’ Training −」
February 2006
Center for Research on International Cooperation
in Educational Development
(CRICED)
University of Tsukuba, JAPAN
〒305-8572 1-1-1, Tennodai, Tsukuba-shi, Ibaraki-ken
Tel: 029-853-7287 Fax: 029-853-7288
HP: http://www.criced.tsukuba.ac.jp/keiei/
E-archive: http://e-archives.criced.tsukuba.ac.jp/
Please send your comments and concerns here
e-mail: criced-adm@human.tsukuba.ac.jp
Japanese Educational system and Practice