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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 ...
With a number of different education systems tried and abandoned, the government eventually introduced one that modelled after the United States education system. [5] Despite the reforms, the stress on politics, law and humanities continued in the education system, suggesting that people continued to consider education as a way to get into ...
Arguing that universal public education was the best way to turn the nation's unruly children into disciplined, judicious republican citizens, Mann won widespread approval for building public schools from modernizers, especially among fellow Whigs. Most states adopted one version or another of the system he established in Massachusetts ...
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 .
Goodchild, Lester F., et al., eds. Higher Education in the American West: Regional History and State Contexts (Palgrave Macmillan, 2014) Higgins, Andrew Stone. Higher Education For All: Racial Inequality, Cold War Liberalism, and the California Master Plan (The University of North Carolina Press, 2023) Jencks, Christopher, and David Riesman.
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.
1964 – President Johnson proposes the Great Society, whose social reforms were aimed at the elimination of poverty and racial injustice. New major spending programs that addressed education, medical care, urban problems, and transportation were launched later in the 1960s. 1964 – Economic Opportunity Act
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.