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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.
Though Obara was a Christian, his religious instruction drew on a variety of religious and moral traditions. He took an equally global view to other elements of education, believing that international education was an important aspect of world peace. He invited a wide variety of international educators to visit his Tamagawa Gakuen campuses.
The Reverse Course (逆コース, gyaku kōsu) is the name commonly given to a shift in the policies of the U.S. government and the U.S.-led Allied occupation of Japan as they sought to reform and rebuild Japan after World War II. [1] The Reverse Course began in 1947, at a time of rising Cold War tensions. [1]
In order to achieve this goal, it is necessary to thoroughly restructure the faculties and departments, reform the curriculum, and improve the content and teaching methods in accordance with the needs of the country; and one of the main keys to achieving this goal is to make all the faculty and students of the university truly aware of the need ...
The initial phase of the Occupation focused on punishing Japan for having made war on the Allies, and undertook a thorough reformation of Japanese society to ensure that Japan would never again be a threat to world peace. [17] Reforms targeted all major sectors of Japanese society, government, and economy.
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 .
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 ...
But as the expectations grew that the quality of higher education would improve, the costs of higher education also increased. In general, the 1960s was a time of great turbulence in higher education. Late in the decade especially, universities in Japan were rocked by violent student riots that disrupted many campuses.