• Korean Journal of Comparative Education
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• v.28 no.3
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• pp.161-183
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• 2018

The purpose of this thesis is to study the Korea's Education Foundation Act and Japan's Education Foundation Act in a comparative way. The frame of comparison consists of three dimension: syntax analysis, way of legal conceptualization, and the educational climate and institutionalization. Major findings are as following: 1. Legal subjectives are clear in Korea but not clear in Japan 2. Civil relationship rules Korean education while public legal order rules Japanese education. 3. Partnership rules Korean education while administrative initiative rules Japanese education. 4. Curricular mandate is given to teachers in Korean education while to administrative hierarchy in Japanese education. 5. Public nature of schools means public credential in Korean education while public monopoly in Japanese education. 6. Professionalism is adopted for Korean teachers while missionary perspective adopted for Japanese teachers. 7. Korean education is expected to be secular while Japanese education is expected to reconcile with the traditional religious belief in Japan 8. Develop education still strongly orients the Korean education while education for sustainable development the Japanese education In summary, civil law frame is adopted in Korean education while in Japan public law frame is adopted in legalizing their Education Foundation Act. National climate influenced the education legislation in the two countries. Japan has strong missionary climate while Korea has secular perspective to education. Thess differences colored the way of literary expression in the legal text of the Education Foundation Act in the two countries.

• Korean Journal of Comparative Education
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• v.27 no.3
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• pp.1-22
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• 2017

This study aims to examine the continuity of national education between prewar and postwar Japan in the context of nationalism and citizenship education by considering the direction and process of educational reform which has been a turning point in Japanese education policy. It explores the limitations of educational reform at the normative level and institutional and procedural level. Meiji Japan needed to form a united group to support modernization while also cultivating obedient people who supported the emperor, and the modern education system played a major role in achieving this task. After Japan's defeat in World War II, the nation sought to change the framework of authoritarian nationalism inherent in Japanese traditional through educational reforms and achieve the goals of democratization and non-militarization. The postwar educational reform has transformed the educational structure, but democracy and peace orientation have not been rooted internally. Under the backdrop of the Cold War, the education returned to the inverse.

• 대학교육
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• s.150
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• pp.60-65
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• 2007

일본의 문부과학성에서는"지의 세기를 리드하는 최고 수준의 인재 육성"이라는 21세기 고등교육개혁의 목표를 실현하고자 다양한 개혁정책을 추진하고 있다. 이러한 개혁 추진으로 2007년 현재 1,276개 고등교육기관에 약 300만 명이 재학하고 있으며 대학, 단기대학, 전수학교 등의 고등교육기관 전체 진학률은 70.5%에 달하고 있다. 여기에서는 일본의 고등교육개혁 동향을 살펴봄으로써 우리의 고등교육개혁에 주는 시사점을 얻고자 한다.

• Journal of Korean Home Economics Education Association
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• v.19 no.2
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• pp.115-129
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• 2007

The purpose of this study is to review the trends of education researches on the housing in Korea and Japan. It was based on the Journal of Korean Home Economics Education and Journal of the Japan Association of Home Economics Education. For the inquiry, 49 articles(20 from Korea and 29 from Japan) were collected from 1989 to 2006. The results of this study are as follows: First, the number of the articles of housing education was not quantitatively enough compared to the other fields in Korean and Japan. Second, regarding research fields, there were lots of articles about 'the perception of housing education' and 'teaching-learning method & teaching materials' in Korea. On the other hand in Japan, articles about 'teaching-learning method & teaching materials' and 'the evaluation of education' were major fields. Third, the major research topic was 'overall of the housing education' in Korea, while 'living space' in Japan. Fourth, the major data collecting method were questionnaire surveys and experiments, mostly targeting students and teachers from junior and high schools. Descriptive statistics such as frequencies, percentages and means were most often used for data analyses.

• Journal of Engineering Education Research
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• v.9 no.3
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• pp.78-89
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• 2006

The economic depression during the last decade of the 20th century caused various drastic changes in the social structure, including employment and educational systems. Japanese universities have devoted much effort to research activity and the development of teaching methodology for engineering education was not a major effort for professors. Decrease of 18 years old population, however, forced universities to change this attitude. University education is no more for only elite but is becoming very popular among young people. Another impact came from the 'globalization'of industrial societies such as establishment of WTO and APEC. Japan Accreditation Board for Engineering Education (JABEE) was established to cope with both domestic and international problems in 1999, and JABEE was admitted as a full signatory member of the Washington Accord in 2005. The Professional Engineer Law was amended linked with JABEE. The importance of engineering ethics has been recognized with these social structure changes. Japanese Society for Engineering Education (JSEE) is contributing for reformation of Japanese engineering education through its activities including supporting JABEE. This paper describes the problems now Japanese engineering education is facing and the role of JSEE in order to reorganize the engineering education in Japan.

• Korean Journal of Comparative Education
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• v.27 no.3
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• pp.23-48
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• 2017

The purpose of this study is to analyze the meaning of Joseon school or Korean school (hereafter, Korean school) education in the context of Japanese foreign education through oral history of Korean residents in Japan. I focused on how educational experience of Korean residents who were born and raised in Japan formed through the Korean school education was implemented and applied in Japanese society. Participants were 7 Korean residents in Japan who were educated at Korean school. They all grew up in Kansai region including Osaka Prefecture and Hyogo Prefecture. The oral data was collected three times from September 17, 2014 to February 29, 2016. The oral interviews were conducted two times, two hours per session. As to the analysis of oral data, we first prepared the classification table according to the detailed themes and then cross-checked between the history of Korean residents in Japan as well as related literatures and the memories of the oral interviewees. The results of this study are as follows. The oral interviewees recognized that there was no relation between the development process of foreign education policy in Japan and Korean school education. They said that the education of foreigners in Japan was "consistent with the exclusion of Korean schools." However, unlike the Japanese central government, local governments implemented the policies such as providing subsidies to Korean schools, accepting the graduates of Korean schools in public and private universities, and providing fare discounts for students of Korean schools in local private railways.

• 한국데이터정보과학회:학술대회논문집
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• 2004.10a
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• pp.87-92
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• 2004

본 연구에서는 2003년부터 시행된 일본 고등학교 학습지도요령의 수학과 구성과 성격을 연구하였다. 또한, 교육과정상의 확률통계교육의 구성과 성격 및 편제에 대하여 고찰한 결과, 새 교육과정에 따른 교과위주의 교육과정의 구성과 내용 및 편제의 특징은 통합학습시간 신설로 미국식 주제 교육의 도입, 완전학교 주 5 일제실시, 중고 일관교육, 단위제 고등학교학교 신설, 종합 학교의 설치로 설명된다. 확률통계 교육의 내용과 범위는 과거 교육과정과 크게 달라진 점은 없으나, 7교과 분야 가운데 3 교과 부분에 자료 위주의 실용통계계산 교육과 통계소프트웨어교육 강화가 그 특징이다.

• Proceedings of the Korean Statistical Society Conference
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• 2004.11a
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• pp.23-28
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• 2004

본 연구에서는 고등학교 확률통계교육의 바람직한 방향 제시를 위하여, 한국의 제7차 수학과 교육과정과 일본고등학교 학습지도요령의 수학과 구성과 성격을 비교, 연구하였다. 또한, 교육과정상의 확률통계교육의 구성과 성격 및 편제에 대하여 비교하였다. 양국의 고등학교 수학과 교육과정을 비교, 고찰한 결과, 한일 양국의 새 교육과정에 따른 교육위주의 교육과정의 구성과 내용 및 편제가 상당한 부분 비슷하거나 같았다 그러나, 지도목표 서술과 학제가 다르며, 실제 수학과 교과운영에는 차이가 많이 있다.

• Proceedings of The Korean Society of Health Promotion Conference
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• 1998.07a
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• pp.71-79
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• 1998

We do not have a qualification for Health Educators in Japan. But "The Japanese Society of Health Education and Promotion" made a committee called "Education for Health Educator and Curriculum". We will have a 4day workshop this summer in order to develop a curriculum for health educators. (omitted)

• Journal of Korean Library and Information Science Society
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• v.41 no.1
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• pp.187-209
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• 2010

The purpose of this study is to analyze the meanings of school libraries in Japanese reading education. An emphasis was on analyzing both strength and weakness of Japanese school library policies and reading education programs from the viewpoints of Japanese students. Employed to collect the data were a comprehensive literature survey, focus interviews with 23 school librarians, and a survey with 404 Japanese students. The major finding of this study is that the current Japanese school library policy is not adequate enough to make its reading education be successful, and in particular, it has serious flaws with the educational system of school librarians as well as the school library staffing system itself.