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As the three policies outlined the ideological basis of the upcoming education reform, in July 1950, the State Council further announced that universities must obey any order from the Ministry of Education, which, along with the fast expansion of Communist organisations within the universities, allowing the implementation of government orders ...
Educational reform in occupied Japan (August 1945 – April 1952) encompasses changes in philosophy and goals of education; nature of the student-teacher relationship; coeducation; the structure of the compulsory education system; textbook content and procurement system; personnel at the Ministry of Education (MEXT); kanji script reform; and establishment of a university in every prefecture.
Education reform, in general, implies a continual effort to modify and improve the institution of education. [4] Over time, as the needs and values of society change, attitudes towards public education change. [5] As a social institution, education plays an integral role in the process of socialization. [6] "Socialization is broadly composed of ...
Education in the German Democratic Republic (East Germany) was a socialist education system and was compulsory from age 6 until age 16. State-run schools included crèches , kindergartens , polytechnic schools , extended secondary schools , vocational training , and universities .
The new revolutionary government, led by Fidel Castro, immediately began a series of social and economic reforms. Among these were agrarian reform, health care reform, and education reform, all of which dramatically improved the quality of life among the lowest sectors of Cuban society.
In the 1950s, The Chinese Communist Party oversaw the rapid expansion of primary education throughout China. At the same time, it redesigned the primary school curriculum to emphasize the teaching of practical skills to improve the productivity of future workers.
The Modified Scheme of Elementary Education or New Scheme of Elementary Education or Madras Scheme of Elementary Education dubbed by its critics as Kula Kalvi Thittam (Hereditary Education Policy), was an abortive attempt at education reform introduced by the Indian National Congress Government of the Madras State, led by C. Rajagopalachari (Rajaji) in 1953.
Even as debate over reform took place, the government quickly moved to begin implementing changes in most of these eight areas. These reforms have been on-going, and although most have now forgotten about the work done by the reform council in the 1980s, the contents of many changes can be traced back to this time.