著者

杉本 均

出版者

日本比較教育学会

雑誌

比較教育学研究 (ISSN:09166785)

巻号頁・発行日

vol.2009, no.38, pp.38_175-38_178, 2009 (Released:2012-02-29)

著者

斉藤 泰雄

出版者

日本比較教育学会

雑誌

比較教育学研究 (ISSN:09166785)

巻号頁・発行日

vol.2008, no.37, pp.181-183, 2008-06-25 (Released:2011-01-27)

著者

宮腰 英一

出版者

日本比較教育学会

雑誌

比較教育学研究 (ISSN:09166785)

巻号頁・発行日

vol.2007, no.34, pp.108-123, 2007-01-30 (Released:2011-01-27)

著者

近藤 孝弘

出版者

日本比較教育学会

雑誌

比較教育学研究 (ISSN:09166785)

巻号頁・発行日

vol.1999, no.25, pp.211-211, 1999-06-25 (Released:2011-01-27)

著者

矢野 裕俊

出版者

日本比較教育学会

雑誌

比較教育学研究 (ISSN:09166785)

巻号頁・発行日

vol.2003, no.29, pp.42-52, 2003-06-27 (Released:2011-01-27)

著者

石川 裕之

出版者

日本比較教育学会

雑誌

比較教育学研究 (ISSN:09166785)

巻号頁・発行日

vol.2005, no.31, pp.83-100, 2005

被引用文献数

1

---

This article examines the factors which have made Science High Schools in South Korea into prestige schools for entering top-level universities, by focusing on the equalization system of high schools.Science High Schools are not only the first school for the gifted and talented but have also played a primary role in the gifted education system in South Korea.

著者

金 泰勲

出版者

日本比較教育学会

雑誌

比較教育学研究 (ISSN:09166785)

巻号頁・発行日

vol.1990, no.16, pp.125-137, 1990

著者

川嶋 太津夫

出版者

日本比較教育学会

雑誌

比較教育学研究 (ISSN:09166785)

巻号頁・発行日

vol.2009, no.38, pp.38_114-38_131, 2009 (Released:2012-02-29)

被引用文献数

1

著者

鈴木 潤子

出版者

日本比較教育学会

雑誌

比較教育学研究 (ISSN:09166785)

巻号頁・発行日

vol.1995, no.21, pp.61-71,212, 1995-06-30 (Released:2011-01-27)

---

There is vocal public demand for more space in higher education in Thailand. From long ago, higher education was just for a small number of young people, the so-called ‘Elite’.But recently, the situation has changed. Many Thai people want to reach for a university-level education. In 1990, the number of students in higher education was about 730, 000. In this figure is included 510, 000 students enrolled in open universities. Therefore, open universities play an important role in higher education in Thailand.There are two open universities in Thailand. Ramkhamhaeng University was founded in 1971 and has its own campus in Bangkok. Some students attend classes every day, while others come only to register for credits or take course-examinations. Lectures are done for numerous students in a huge-sized class through microphones.Sukhouthai Thammathirat Open University was founded in 1978 and adopted ‘distance-learning’, which is an educational system through multimedi (for example, printed material, cassette-tapes, and radio or T. V. program on the air). Students basically study at home, and at the end of the school-term, they can take course-examinations at study-centers in each prefecture.The functions of open universities are the following; The Open University, (OU) as a national university, provides a B. A. degree and professional knowledge. The OU expand educational opportunities for many Thai people who cannot afford school fees for private universities. The OU also equalize the higher-educational opportunity-gap between urban and rural areas. The OU can offer university-level education for both working people and full-time students.On the other hand, Ramkhamhaeng University absorbs young students who cannot pass national-entrance-examination for normal universities.Another impact should be noticed. In Sukhouthai Thammathirat Open University, many students want to reach the master-course study level. This may show evidence of the ‘Diploma Disease’ in Thailand.These two open universities in Thailand have multiple functions, and diffuse higher-educational opportunities to the Thai people.

著者

三尾 真琴

出版者

日本比較教育学会

雑誌

比較教育学研究 (ISSN:09166785)

巻号頁・発行日

vol.2006, no.33, pp.137-157, 2006-06-23 (Released:2011-01-27)

著者

木戸 裕

出版者

日本比較教育学会

雑誌

比較教育学研究 (ISSN:09166785)

巻号頁・発行日

vol.2009, no.38, pp.38_159-38_171, 2009 (Released:2012-02-29)

著者

田中 光晴

出版者

日本比較教育学会

雑誌

比較教育学研究 (ISSN:09166785)

巻号頁・発行日

vol.2009, no.38, pp.87-107, 2009

---

In Japan, the issue of private tutoring expenses has been debated as a social issue for some time. We have recently seen a new phase regarding private tutoring expenses; for example, several public junior-high schools are affiliated with specific private tutoring schools and offer after-school facilities to support extra education for students. Despite the significant function and impact of taking advantage of private tutoring, past educational research has neglected to focus on these aspects. Different from other educational issues such as equal educational opportunity and diversity in public education, these issues go beyond public education and limitations exist to discuss them only within the public education arena. How private tutoring and public education will establish a cooperative relationship has presented considerable controversy.In South Korea, the issue of private tutoring has also been debated for several years, yet with considerably more intensity. Since the 1960s, private tutoring expenses have been recognized as social issues and the South Korean government has been attempting to take various measures toward them. However, while the government is tackling the issues, we have not seen much progress or improvement. This article investigates the reasons behind this lack of progress, aiming to disclose the historical background, relevant factors and the current situation of private tutoring expenses in South Korea. It approaches the subject from the perspective of educational policy, revealing a vicious circle whereby new governmental policies concerning private tutoring expenses have in turn caused other private tutoring expense issues.Through reviewing the background of issues concerning private tutoring expenses, it becomes obvious that the primary reason why private tutoring expenses developed as social concern is rooted in radical entrance examination policies after the 1960's, which evolved with the development of mass education. Although these policies achieved a high degree of equality of educational opportunity, the rigid college admission system is characterized by contradictions. Therefore, many students started to seek supplementary education outside of school to differentiate themselves from their peers. In South Korea, a paradigm shift in private tutoring has recently become apparent. (View PDF for the rest of the abstract)

著者

石川 裕之

出版者

日本比較教育学会

雑誌

比較教育学研究 (ISSN:09166785)

巻号頁・発行日

vol.2008, no.37, pp.57-67, 2008-06-25 (Released:2011-01-27)

著者

澤村 信英

出版者

日本比較教育学会

雑誌

比較教育学研究 (ISSN:09166785)

巻号頁・発行日

no.30, pp.129-144, 2004

---

Achieving universal primary education (UPE) is one of international development goals. In the light of this goal, the Kenyan Government introduced a policy of free primary education (FPE) effective in 2003, when the new government came to power. Although some other countries have introduced FPE, its introduction has not been based on careful planning and preparation. It is often introduced as a political decision. This has marginalized the role of research and professionals. The article is a report on a case study of critical analysis of implementing FPE policy in Kenya, and implications for the achievement of UPE are explored.Many sub-Saharan African countries gained independence from colonial rule in the early 1960s. School enrolment ratios have since then steadily increased. However, African economies stagnated, particularly in the late 1970s and 1980s. Enrolment ratios did not improve, and at the same time there was a decline in the quality of education. One third of out-of-school children are in sub-Saharan African countries; hence achieving UPE is always a priority in their national plans. Malawi and Uganda attempted to attain UPE by implementing an FPE policy, but this resulted in further lowering education quality. Class-sizes became larger, particularly in the lower grades. There was a shortage of classrooms and teachers to accommodate the dramatic increase in the number of pupils.The Kenyan Government spends almost 40 per cent of its current national expenditure on education. Education indices such as primary school enrolment ratios of the country are good in comparison to those of other developing countries. However, the Kenyan education system is characterized by inefficiency in terms of the utilization of teachers and high grade repetition and dropout rates. The Kenya National Union of Teachers (NUT) has strong power in the political arena, and teachers in Kenya are relatively well paid in comparison with those in neighboring countries. However, the enrolment and completion rates in primary education have been declining in spite of an increase in educational budgets. Drastic measures need to be taken to reform the education system as a whole.The impact of FPE in this country has been huge. The number of pupils in 2003 increased by 15-20 per cent, compared to that of 2002. The gross enrolment ratio is now 104 per cent. Kenya is therefore now categorized as one of the few well-performing countries in achieving the UPE goal. Quality, however, is still problematic. At the school level, FPE has had a negative impact, as the money received is supposed to be used for purchasing learning materials as per the government's instruction. This conditionality sometimes hampers effective school management, as needs are different from school to school. Second, the participation of parents and their contribution to schools have understandably decreased, as they do not pay any fees or levies. Third, the average academic performance of pupils is likely to become worse, as the new admissions are primarily from poor families.FPE is highly dependent upon international donor assistance; hence its sustainability is questionable. This is counter to the current idea of self-help and recovering from aid-dependency syndrome. It is right for the government to take responsibility for primary education; however, in a situation where the education system is not functioning efficiently, limited national budgets cannot be utilized effectively. The beneficiaries should be pupils, but high quality of education in an era of rapid expansion of enrolments cannot be attained and sustained when motivation for learning is low. The provision of low quality education may only make children in primary schools victims of miseducation.Many countries have laws which state FPE as a long-term development goal. In Kenya, various inefficiencies and problems in the education system need to be overcome before children are able to benefit from FPE. The decline of enrolment ratios in the 1980s and 1990s often resulted from introduction of cost-sharing policy in education. Also, reducing the families' monetary burden for their children's schooling is supposed to be one important factor to encourage schooling. For FPE to have an impact, many other factors, including traditional values and the curriculum content, need reviewing in order to remove obstacles to learning. Schools need to have viable learning activities. What is critical for them is to have access to quality education. Quantitative expansion alone is inadequate and qualitative improvement is a prerequisite for FPE.Kenya may find it difficult to achieve universal quality primary education unless there is continuous involvement of and contribution from the community and from parents. Kenyan society traditionally has a spirit of 'harambee' (self-help), which forms the core of education culture there. Arguably, it is now important to find ways to strengthen such spirit and also to re-examine the role and value of schooling from the viewpoint of families, rather than that of schools and teachers. To do this, it is necessary to pay particular attention to the impact of FPE on individual pupils rather than on the nation as a whole.