The history of modern Japanese education: constructing the national school system, 1872-1890

2009 ◽  
Vol 47 (01) ◽  
pp. 47-0439-47-0439
Keyword(s):  
School System ◽  
Japanese Education ◽  
National School ◽  
History Of

Comparative study of education for students with special needs in Japan and Poland

2017 ◽  
Vol LXXVIII (1) ◽  
pp. 28-40
Author(s):  
Manabu Kuroda ◽  
Ewa Kulesza
Keyword(s):  
Public Policy ◽  
Comparative Study ◽  
Special Needs ◽  
Educational Policy ◽  
School System ◽  
Current System ◽  
Japanese Education ◽  
Students With Special Needs ◽  
History Of Special Education ◽  
History Of

The purpose of this article is to present trends in educational policy and the problems of education for students with special needs through a comparative study of Japan and Poland. It presents a brief history of special education, regulations on the school system, groups of students with special needs and the features of the current system of education for students with special needs in both countries under comparison. The conclusion points to positive changes and those aspects of Polish and Japanese education and public policy toward people with special needs that should be altered.

Pedagogy, practice and research in Indian theatre

2010 ◽  
Vol 35 (3) ◽  
pp. 291-292
Author(s):  
B. ANANTHAKRISHNAN
Keyword(s):  
Royal Academy ◽  
Children's Theatre ◽  
National School ◽  
Wide Range ◽  
History Of ◽  
Prime Objective ◽  
Dramatic Arts ◽  
Set Up ◽  
Traditional Performance ◽  
Indian Theatre

Modern academic training for theatre in India has a history of just over fifty years (since independence). The National School of Drama (NSD) was set up in 1957, but the prime objective of the institution at that time was to generate professionals to develop children's theatre and rural theatre. Although India possessed a wide range of traditional performance cultures throughout the country, from rituals to folk performances and classical performances, the NSD was modelled on the Royal Academy of Dramatic Arts (RADA) since the new institution was led by a graduate of RADA, Professor Ebrahim Alkazi, who put the institution on a functional track. Thus the toolkit used during the initial days was primarily based on Western models conducive to realism rather than growing organically out of the actual practices of the different forms of Indian performance. This early orientation remains today, emphasizing the creation of referential meanings on the stage through conventional methods and devices, taken as the unshakable organizing principle of theatre practice.

scholarly journals Las reformas históricas de la enseñanza secundaria en España

2008 ◽  
Vol 7 ◽  
Author(s):  
Julio Ruiz Berrio
Keyword(s):  
Secondary Education ◽  
Young People ◽  
School System ◽  
Teaching And Learning ◽  
European Countries ◽  
History Of ◽  
Contemporary Spain

The history of secondary education in Spain has many points in common with developments in other European countries, although with differences in time and rhythms. The author highlights the most important reforms of secondary education in contemporary Spain and argues that the understanding of reform does not necesssarily imply innovation or an improvement of teaching and learning. The author makes the case that the proposed changes in secondary education were not effective because they were framed by the Napoleonic model that characterized the entire school system. Furthermore, in most cases the new plans give priority to instruction over education which resulted in a poor formation of young people.

scholarly journals Paradygmat kontynuacji i zmiany – generalną przesłanką scholiologii i reform edukacyjnych

2021 ◽  
pp. 37-48
Author(s):  
Józef Kuźma ◽  
Keyword(s):  
Comparative Education ◽  
General Principle ◽  
School System ◽  
General Rule ◽  
Social Institution ◽  
Developmental Needs ◽  
The World ◽  
World Council ◽  
History Of ◽  
The Temple

The concept of paradigm has its origin in ancient Greece. Plato understood a paradigm as an idea or form, while Aristotle gave it the meaning of a particular pattern or model. The school, alongside the Temple, is the oldest social institution that meets the very important developmental needs of the young generations of society. It is shown in the article, based on the genesis of the school in various countries of the world, how in the history of the school there were periods of both development and stagnation. Major school system and program changes were carried out in accordance with the general principle of continuation and change. This means that everything that has worked well in the current practice of the school’s activities should be continued and the curricula and upbringing should be constantly enriched with new content, values, and experience, while consistently changing what is incompatible with current science and practice in programmes and the organizational sphere and, above all, outdated knowledge and teaching methods. This general rule should also apply to the reform of the Polish school system introduced in 2019. Only by observing the general principle of continuation and change can school reform achieve its intended goals. The fact that the optimal change paradigm is the guiding thought of learning about school or scholiology deserves to be emphasized in the presented article. The concept of scholiology met with positive feedback from many Polish scholars involved in school education, as well as Professor Mark Bray, Chairman of the World Council of Comparative Education Societies (University of Hong Kong, 2019).

scholarly journals Governance of Swedish school mathematics — where and how did it happen? A study of different modes of governance in Swedish school mathematics, 1910-1980

2017 ◽  
Vol 4 (2) ◽  
pp. 43
Author(s):  
Johan Prytz
Keyword(s):  
School System ◽  
School Mathematics ◽  
Drivers Of Change ◽  
Teaching Literature ◽  
Short Period ◽  
History Of ◽  
Research Questions ◽  
The 1960S ◽  
Modes Of Governance ◽  
Swedish School

The aim of this paper is to revise a standard narrative about governance of the Swedish school system in the period of 1910-1908. According to this narrative, the Swedish school system was centralized during this period. However, this narrative does not fit the history of Swedish mathematics education (years 7-9). The research questions are: where in the school system was change initiated and how was change enforced? On the basis of studies of syllabi, textbooks, teaching literature, teacher journals and reports from investigations and development projects, different modes of governance of school mathematics are identified. The main results are that textbook producers rather than national syllabi and exams were drivers of change in the period 1910-1960. Moreover, the centralized attempts to change school mathematics, prepared in the 1960s, were soon abandoned in the early 1970s. Thus, centralized governance of Swedish school mathematics, with the ambition to achieve change, was something that took effect relatively late and during a very short period of time.

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