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This document contains 14 papers on the purposes and traditions, challenges and dilemmas, and new approaches and issues in liberal adult education. The following papers are included: "Introduction" (Duke); "Decus et Tutamen: Liberal Adult Education" (Thomas); "Tradition in British University Adult Education and the WEA [Workers' Educational Association]" (Fieldhouse); "The WEA and Liberal Adult Education" (Ross); "Liberal Adult Education as Catalyst for Change: Everett Dean Martin and the American Association for Adult Education" (Day); "Liberal Adult Education and the Liberation of Adults" (Shimada); "Vocationalism, Competence and Dewey's Liberalism" (Hyland); "Contractualism: The Modern Alternative to Liberal Adult Education in the Australian University" (Bagnall); "The Liberal Tradition: How Liberal? Adult Education, the Arts and Multiculturalism" (Jones); "Accreditation: The Dilemma of Liberal Adult Education" (Benn); "Women's Education in Japan" (Yamamoto); "Liberal Adult Education: A Contemporary Approach" (McIntosh); "Adult Education from Below: Notes from a Participatory Action Research Project" (Schratz); "Lifelong Education a Necessity" (Gestrelius); and "Postscript--The Wadham Conversation" (Duke). (MN)

The Japanese university system has been evolving gradually from more traditional patterns to more modern ones in terms of increased efficiency and participation, as well as from an elite to a mass enrollment system. However, the basic patterns of control and decisionmaking have changed little. The universities have been able to resist intrusions by the Ministry of Education, but many needed reforms have not taken place. Frustrated in its attempts to introduce structural reforms in existing universities, the Ministry of Education has turned more to the use of incentives to accomplish its aims, and it has established some new institutions on its own initiative. In the long run, these are likely to have considerable influence on the shape of Japanese higher education. (Author)

This volume contains selected papers submitted to the 20th Jubilee Annual International Conference of the Bulgarian Comparative Education Society (BCES), conducted virtually in June 2022. The 20th BCES Conference theme is "Towards the Next Epoch of Education." The theme is focused on problems, discussions, changes, solutions, and challenges that have recently happened, and as well on various opportunities, prospects, and advantages that have been made available to all actors in the educational systems around the world--students, parents, teachers, administrators, psychologists, principals, faculty members, researchers, and policy makers at municipal, regional, and national level. The book includes 33 papers and starts with an introductory piece authored by Charl Wolhuter. The other 32 papers are divided into 6 parts representing the BCES Conference thematic sections: (1) Comparative and International Education & History of Education; (2) International Education Issues; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. [Individual papers are indexed in ERIC. This content is provided in the format of an e-book.]

The five commissioned papers in this anthology provided part of the research base for the national report, "National Excellence: A Case for Developing America's Talent." In the first paper, "The Performance of High Ability Students in the United States on National and International Tests," Carolyn Callahan describes discouraging national and international academic achievement data which indicate that America's top students continue to lag behind top students in other comparable nations. In the second paper, "Education of Gifted and Talented Students in China, Taiwan, and Japan," Harold W. Stevenson et al. report on studies of children's academic achievement in East Asia over the past 11 years and analyze those Asian nations' policies and practices for educating high-ability students. In the third paper, "State Policy Issues in the Education of Gifted and Talented Students," Patricia Bruce Mitchell examines current state policies, regulations, and legislation concerning education programs for gifted and talented students. She also discusses state policies which influence the nature and scope of gifted programming and considers implications of recent school restructuring efforts. James Gallagher, in "Current and Historical Thinking on Education for Gifted and Talented Students," describes how early cultures addressed or failed to address the needs of gifted children and contends that our society has traditionally had ambivalent feelings toward gifted children. He offers several definitions of giftedness and evaluates various educational methods with this population. In the final paper, "American Culture and the Gifted," Daniel P. Resnick and Madeline Goodman examine the role that the American culture and political beliefs have played in shaping the educational system. They suggest that forces outside the classroom (such as anti-intellectual attitudes) may account for more of the success or failure of programs for the gifted than previously thought. Each paper contains references. (DB)

This book offers a collection of original papers showing how Higher education institutions have coped with changing the language of instruction. It points out that Higher education institutions have undergone radical change in the past decades; of which the shift to English-medium instruction, as well as bi- or plurilingual programmes, is one notable example. The papers comprise new research on teaching and learning through an additional language, and its impact on professional development for university teachers, programme and course development, as well as quality assurance. The articles span different international contexts, and provide education developers, university teachers, educational administrators, language experts, and others, with global perspectives on the professional practices of university teachers. Following an introduction, "ICLHE, Professional Practice, Disruption, and Quality," from the editors, contents include: (1) Professional development of international classroom lecturers (Karen M. Lauridsen); (2) Purposeful interaction and the professional development of content teachers: Observations of small-group teaching and learning in the international classroom (Kevin Haines); (3) Teachers' perceptions of need in EAP and ICLHE contexts (Maria Ellison, Maria Ellison, Marta Correia, and Fátima Vieira); (4) Teacher perceptions of teaching CLIL courses (Nina Niemelä and Heidi Jauni); (5) I feel traumatized: Teachers' beliefs on the roles of languages and learning in CLIL (Erwin Gierlinger); (6) Researching tertiary EMI and pronunciation. A case study from Vienna (Karin Richter); (7) Crossing borders: The challenges and benefits of a collaborative approach to course development involving content and language specialists in different countries (Linda Weinberg and Miriam Symon); (8) Cooperation and collaboration in undergraduate EMI: Adapting EAP to the emergence of blended academic norms and practices in a Japanese University (Howard Brown); (9) Partial English instruction in English-medium instruction (EMI) practice: Perspectives from lecturers in a University in Indonesia (Nurmala Elmin Simbolon); (10) Differences in content presentation and learning outcomes in English-medium instruction (EMI) vs. Italian-medium instruction (IMI) contexts (Francesca Costa and Cristina Mariotti); (11) Challenges and opportunities of training teachers for plurilingual education (Elena Romero Alfaro and Francisco Zayas Martínez); (12) Programme directors' attitudes towards EMI quality assurance: An exploratory study (Patrick Studer and Curtis Gautschi); and (13) Epilogue -- New perspectives on professional practice in the integration of content and language in higher education (ICLHE) (Yolanda Ruiz de Zarobe).

The papers which make up this volume were for the most part presented at a program of seminars given in Oxford, England, in the autumn of 1990. The seminars represented the first activity of the new Centre for Comparative Studies in Education installed at the Department of Educational Studies of the University of Oxford in January 1990. The Centre's principal objective is to collect and analyze data on education in other countries in order to make comparisons with the United Kingdom that might inform policy discussions. The present collection seeks to make a contribution to two important questions in the study of comparative education: What lessons can be learned from cross-national studies of issues in education? and What problems of comparative method do such studies have to address? The nine papers in the collection include: "Introduction" (David Phillips); "An International Comparison of Access to Higher Education" (A. H. Halsey); "Schools of Education and Teacher Education" (Harry Judge); "Education Training and Economic Performance in Comparative Perspective" (David Finegold); "French Lessons: Comparative Perspectives on What It Means to be a Teacher" (Patricia Broadfoot; Marilyn Osborn); "Apprentice Training in Germany: The Experiences of the 1980s" (Bernard Casey); "Alternative Funding of Education Systems: Some Lessons from Third World Experiments" (Keith Watson); "Unlearnt European Lessons: Why Austria Abandoned the Comprehensive School Experiments and Restored the 'Gymnasium'" (Karl Heinz Gruber); and "Japan--Pupil Turned Teacher?" (Roger Goodman). (DB)

The nine papers included in this book are: "The Why, What and How of Educational Reform in Japan" (Roger Goodman); "Why Reform Japanese Education?" (William K. Cummings); "Destruction and Reconstruction: A Comparative Analysis of the Education Reform in Japan and Germany under the U.S. Military Occupation After World War Two" (Masako Shibata); "The Third Great Reform of the Japanese Education System: Success in the 1980s Onwards" (Christopher P. Hood); "Japanese Educational Reform: Developments and Prospects at Primary and Secondary Level" (Peter Cave); "Japanese Nationalism and the Reform of English Language Teaching" (Robert W. Aspinall); "Globalisation and the Recent Reforms in Japanese Higher Education" (Yoko Tsuruta); "Changes in Mathematics Teaching in Japan: Are They Real or Rational?" (Julia Whitburn); and "Postscript. Reflections on British Interest in Education in Japan" (David Phillips). (Papers contain references.) (SM)

This book contains 16 papers on learner support in distance education in an international context. The following papers are included: "Constructivism or Confucianism? We Have the Technology, Now What Shall We Do With It?" (Louise Aylward); "Exploring Informal Study Groups in a South African Teacher Education Programme" (Carol Bertram); "Supporting the Masses? Learner Perceptions of a South African ODL (open and distance learning) Programme" (Norma Corry, Tony Lelliot); "Addressing the Learning Skills Needs of Students at a Distance: A Dual Medium Approach" (Margaret Johnson, Clive Barrett); "Supporting the Student in New Teaching and Learning Environments" (Brian Kenworthy); "The Importance of the Tutor in Open and Distance Learning" (Helen Lentell); "Remembering Our Common Work: Institutional Support for Open Learning" (Alan Mandell, Lee Herman); "On-line Learning and Supporting Students: New Possibilities" (Robin Mason); "The Centrality of Learner Support in Open and Distance Learning: A Paradigm Shift in Thinking" (Roger Mills); "Distance Higher Education and Library Services in Japan" (Chieko Mizoue); "Changing Entrenched Learner Support Systems: Vision and Reality" (Evelyn Pulane Nonyongo); "Lost and Found: Open Learning Outside the Doors of Academe" (Jennifer O'Rourke); "Challenges in Adjusting to New Technology in Supporting Learners in Developing Countries" (Jason Pennells); "Delivering Learner Support On-line: Does the Medium Affect the Message?" (Marion Phillips); "Rethinking Learner Support in the Open University UK; A Case Study" (Alan Tait); and"Collaborative On-line Learning: Transforming Learner Support and Course Design" (Mary Thorpe). All papers include substantial bibliographies. (MN)

This volume contains 12 papers originally presented at the 14th Rutgers Invitational Symposium on Education in 1999. The symposium explored contemporary issues of ethnic, cultural, and national identities and their influence on the social construction of identity. Papers include: (1) "Reconceptualizing Ethnicity and Educational Achievement" (Douglas E. Foley); (2) "Confucianism and the Educational Process: A Comparative Analysis of Chinese and Chinese American Identity Development in Education" (Vivian Ota Wang); (3) "Multicultural Identities and the Adaptation of Young Immigrants in Israel" (Gabriel Horenczyk and Uzi Ben-Shalom); (4) "Buraku Students and Cultural Identity: The Case of a Japanese Minority" (Hiroshi Ikeda); (5) "Culture, Race, and Ethnicity in Education in South Africa" (Crain Soudien); (6) "Teachers, the South African State, and the Desegregation of Schools in the 1990s" (Volker R. Wedekind); (7) "Demographic Diversity and Higher Education Reorganization in South Africa: The Applicability of U.S. Models" (James B. Stewart and Fatima Abrahams); (8) "Education and Identity within a Psychological and Sociocultural Context" (Saundra Tomlinson-Clarke); (9) "Educational Reform and Language Issue in Ukraine" (Petro P. Kononenko and Ivan Z. Holowinsky); (10) "Local Identity and National Systems: The Case of Wales" (John Fitz); and (11) "Bilingualism and Bilingual Education in China" (Teng Xing and Weng Yanheng). Information on the contributors as well as an author index and subject index are included. (Individual papers contain references.) (SM)

This book, which is designed primarily for undergraduate and graduate students of education, contains 12 papers devoted the New Labour's policies for schools in the United Kingdom. "Introduction" (Jim Docking) presents an overview of the book's contents and lists questions to help evaluate the effectiveness of New Labour's educational policies. "What Is the Problem?" (Jim Docking) examines the background to the standards debate and the government's rationale for increasing investment in education and intervention to raise standards. "What Is the Solution? An Overview of National Policies for Schools, 1979-99" (Jim Docking) recaps successive governments' policies to raise standards. "Target Setting, Inspection and Assessment" (Derek Shaw) explains how standards are monitored and considers problems of benchmarking. "Curriculum Initiatives" (Jim Docking) reviews national programs to raise standards in literacy, numeracy, and information and communication technology. "The Revised National Curriculum" (Jim Docking) traces the curriculum's development. "Early Years Education" (Peter Jackson) explores issues and developments in early years education. "Special Educational Needs and Inclusion" (Ron Letch) discusses the drive to place more special needs children in mainstream schools. "14-19 and Lifelong Learning" (Roger Marples) examines the complexities of provision for learners aged 14-19 and the policy to improve provisions for of lifelong learning. "The Teaching Profession" (Graham Welch, Pat Mahony) looks at policies for reforming the teaching profession. "The Role of Local Education Authorities" (Ron Letch) focuses on the changing role of local education authorities. "Choice, Diversity and Partnerships" (Peter Jackson) outlines New Labour's policies regarding choice, diversity, and development of partnerships. "Disengagement, Truancy and Exclusion" (Jane Lovey) is devoted to New Labour's policies to arrest pupil disengagement and reduce the incidence of truancy and exclusion. All papers contain substantial bibliographies. (MN)

This book contains 11 papers on higher education and lifelong learners. The following papers are included: "Traditions and New Directions in Higher Education: A Comparative Perspective on Non-Traditional Students and Lifelong Learners" (Hans G. Schuetze, Maria Slowey); "Austria: The Enduring Myth of the Full-Time Student: An Exploration of the Reality of Participation Patterns in Austrian Universities" (Hans Pechar, Angela Wroblewski); "Germany; Non-Traditional Students in German Higher Education: Situation, Profiles, Policies and Perspectives" (Andra Wolter); "Ireland: Adult Learners and Non-Traditional Students in Irish Higher Education" (Tom Collins); "Sweden: Non-Traditional Students in Higher Education in Sweden: From Recurrent Education to Lifelong Learning" (Agnieszka Bron, Karin Agelii); "The United Kingdom: Redefining the Non-Traditional Student: Equity and Lifelong Learning in British Higher Education, 1985-2000" (Maria Slowey); "Canada: Higher Education and Lifelong Learning in Canada: Re-Interpreting the Notions of 'Traditional' and 'Non-Traditional' Students in the Context of a 'Knowledge Society'" (Hans G. Schuetze); "The United States: Heterogeneity of the Student Body and the Meaning of 'Non-Traditional' in U.S. Higher Education" (Seth Agbo); "Australia: Higher Education and Lifelong Learning: An Australian Perspective" (Richard James, David Beckett); "Japan: From Traditional Higher Education to Lifelong Learning: Changes in Higher Education in Japan" (Shinichi Yamamoto, Tomokazu Fujitsuka, Yuki Honda-Okitsu); and "New Zealand: The Impact of Market Forces in the Quest for Lifelong Learning in New Zealand Universities" (Roger Boshier, John Benseman). Most papers include substantial bibliographies. Twenty-three tables/figures are included. (MN)

This collection of abstracts and papers includes: "Classroom Lesson Planning Using Constructivist Principles" (Richard K. Gordon, Stephen Lee, and Joel Colbert); "Students' Perception of Experiential Learning and Assessment of Own Learning at the Physically Handicapped School" (Shigeru Shimizu; Minoru Umezawa, and Yumiko Ono); "Constructivist Teaching Practices in Japan and the United States: A Preliminary Comparative Study" (Richard K. Gordon, Laura Sicola, and Sharon Durall); "Sustained Reform in Mathematics: A Commentary on the American Perspective of 'What Works' in Japanese Education" (John Woodward and Carol Merz); "Improving Science and Mathematics Education" (Donald E. Pierson); "The Pragmatics of Problem Behavior: Turning Trouble into Teaching" (Richard S. Neel);"Classroom Disruption in Japanese Elementary Schools" (Yasutada Takahashi); "The New System of Teacher's Work Performance Appraisal: The Case of the Tokyo Metropolitan Board of Education" (Yutaka Shiraishi); "The Role of Higher Education in Teacher Professional Development" (Inez Rovegno and Carol Donovan); "Educational Leadership in the Asia/Pacific Region: The Evolution and Structure of a Professional Development Master's Program for Teachers throughout the Asia/Pacific Region" (David P. Ericson); "Recent Developments in the Continuing Education of Teachers in the United States: The Growth of the For-Profit Sector" (Ann Intili Morey); "Teachers' License in the Credential Society, (2)" (Keijiro Tanaka, Norihisa Hashimoto, Kiyoharu Hara, and Yoshitaka Tanigawa); "Teacher Induction/Career Transition: Implications for Japanese and U.S. Teacher Preparation Programs" (Mark W. Clark); and "The Present Situation and Problems of Continue Education of School Teachers in Hokkaido Prefecture" (Yoichi Yazawa, Hiromi Kitamura, Hiroshi Morita, Mika Kamidochi, Yoshiyuki Takehara, and Takanobu Nakamura). (SM)

American schools might improve their performance by emulating certain successful businesses that, while distinctly American, have much in common with Japanese corporations. William Ouchi attributes Japanese business success to worker involvement; the typical Japanese corporation, he asserts, unifies its employees around a corporate philosophy transmitted through a corporate culture. Most American businesses, by contrast, are plagued with instability, as workers seek career growth at the expense of the company. American "Type Z" corporations, however, have attained prosperty and stability because, like Japanese corporations, they are people-centered and purposeful organizations. Meanwhile, despite growing criticism of American education, school effectiveness research has found examples of highly successful schools. The "Type Z" school is a new model that draws on both these analyses. The characteristics of such a school include: (1) a clear philosophy stressing excellence, equity, and enrichment in an optimistic environment; (2) a curriculum reflecting community goals and values; (3) classroom practices congruent with the school philosophy; (4) a sense of community among and between teachers and students; and (5) a strong principal providing symbolic leadership, instructional leadership, and group facilitation. (MCG)

This volume, the second in a two-volume work, builds on an international study of the research university in Germany, Britain, France, the United States and Japan, to explore the role and function of the research university and the relationship between teaching, research and graduate study. Part 1 lays the foundation for comparative analysis by depicting national configurations of advanced education and research organization. Chapter 1 establishes the 19th Century baseline for cross-national comparison by depicting how German universities developed and expressed a research outlook. Chapter 2 depicts the evolution and current structure of British higher education that highlights the strain placed on "post-graduate" education and its research underpinnings by nationalization of previously autonomous universities. Chapter 3 considers research activity and training within the high exceptionalism of French higher education. Chapter 4 looks at the United States and its competitive graduate schools; chapter 5 at the relationship between graduate education and industry in Japan. In Part 2 the concept of a research-teaching-study nexus is established as an organizing idea. Chapter 6 sets forth fragmenting forces. Chapter 7 examines current versions of the Humboldtian ideal. The final chapter points to the necessity of basing analysis and reform on a knowledge or inquiry model of modern systems of higher education. An index is included. (Contains approximately 230 references.) (JB)

This document contains seven previously published papers examining trends in adult education in Japan. "Deepening Democracy" (1992) examines democracy and adult education for special needs groups (women, dropouts, disabled persons, ethnic minorities, and refugees). "Literacy Movement" (1990) traces literacy education in Japan from its beginnings with special emphasis on nongovernmental organization-sponsored activities. In "Education and Culture in the Multi-ethnic Society" (1992), the role, development, and problems of education in a multicultural society are discussed within the context of the structure of Japan's multiethnic society. "Cultural Development, Adult Education, and Local Communities" (1993) presents a global perspective on cultural values in the 1990s and considers adult education in relation to cultural development and social movement. "Future Strategies for Lifelong Learning as Consumption" (1995) suggests strategies for promoting lifelong learning in the 21st century. "Adult Education and Multimedia Society: Living and Learning" (1996) examines the effects of multimedia on business management, office work, lifestyle, and education and reviews Japan's national educational policy on multimedia technology. "Adult Education from Viewpoint of Development Industrial Countries of the Far East" (1993) concludes that adult education should consider not only economic development but also sustainable and cultural development. Fifteen tables/figures are included. Appended is an outline of the Central Council for Education's first report concerning a model for Japanese education in the perspective of the 21st Century "Giving Children Zest for Living and Room to Grow." (MN)

Basic elements of the higher education system are considered, along with variations across nations (the United Kingdom, Sweden, Japan, Italy, France, the Federal Republic of Germany, Australia, Canada, the United States, Poland, Yugoslavia, Mexico, and Thailand). Three basic elements of the organization of higher education system are identified: the way work tasks are arranged, primary norms and values, and the distribution of legitimate power throughout the system. Attention is directed to: national support structures for academics; the organization of academic work around knowledge; the division of academic labor by discipline and by sectors/institutional types; the foundations of academic beliefs and disciplinary points of view; integration in higher education through bureaucracy, politics, professions, and the market; and the way in which change occurs, including the contradiction between discipline and system, and the process of differentiation. The efforts of internal interest groups to do their work, protect their functions, and react to pressure are also addressed. It is concluded that the clash of social values in higher education will require considerable adjustments, and the systems most likely to prosper will be those that divide power, support variety, and allow ambiguity. (SW)

A collection of works on the development of Asian universities is presented, focusing on an aspect of higher education not previously analyzed: the contemporary impact of Western academic systems in Asia. Eleven papers fall into three sections following the introduction, "Twisted Roots: The Western Impact on Asian Higher Education," (P. Altabach). The sections are: (1) The Non-Colonial Experience: "China's Universities and Western Academic Models" (R. Hayhoe); "Looking West and East: Thailand's Academic Development" (K. Watson); and "Independence and Choice: Western Impacts on Japanese Higher Education" (S. Nakayama); (2) The European Colonial Tradition: "The Western Impact on Philippine Higher Education" (A. Gonzalez); "The Origin of Modern Indonesian Higher Education" (W. Cummings and S. Kasenda); "Indian Higher Education: Colonialism and Beyond" (A. Basu); "Change Amidst Continuity: University Development in Malaysia" (V. Selvaratnam); and "University Education in Singapore: The Making of a National University" (S. Gopinathan); and (3) The Japanese Colonial Impact: "The Emergence of the Modern University in Korea" (S. Lee); and The Development of Higher Education in Taiwan" (W. Wu, S. Chen, and C. Wu). (SM)