There is a growing consensus in political science research that higher education systems are classifiable into stable distinct types that reflect dominant trends in government partisanship. There is also a large body of higher education research that argues that higher education systems are changing and converging upon a neoliberal type, which is…

Using the political-economic analysis of globalisation and education as well as a culturalist approach to education policy borrowing, the paper analyses the role of local actors, specifically, national newspapers and the Ministry of Education, in mediating the potentially homogenising curricular policy pressure of globalisation exerted through the…

Explores various programs and materials used in elementary and secondary schools in Japan to foster education for peace. Educational problems are identified relating to Japan's experiences during World War II and to differences in attitudes toward international understanding among generations. (DB)

Divided into four major parts, this document explains the significance of the Liberal Democratic Party (LDP) in Japan. Part 1 indicates that the LDP has governed Japan since 1955 and controls 445 seats in the 764 seat parliament. The selection of the prime minister, chosen from within the ruling party, is seen as vital to U.S. interests. For…

Twenty-one American educational researchers and policy makers present their impressions of education in Japan. Compiled as a result of a two and a half week Educational Staff Seminar tour of Japan in 1972, the articles describe public and private schools, factories, museums, educational television studios, monasteries, shrines, and the Japanese…

Discusses the current and future status of foreign language education in Japan, focusing on the social, economic, and political influences on foreign language education policy. The Japanese government's foreign language education policies from the 19th century through the present are reviewed. (five references) (MDM)

A comparative analysis of values education in the United States, Germany, Japan, Great Britain, the Soviet Union, Sweden, and Canada analyzed eight assertions: (1) No institution with education as its primary aim can be value neutral; (2) Countries differ in values which characterize their political cultures and in values which are taught in…

The result of an interdisciplinary seminar in the Institution for Social and Policy Studies at Yale University, this book reviews patterns of academic power in several nations. The authors are John H. Van de Graaff, Burton R. Clark, Dorotea Furth, Dietrich Goldschmidt, and Donald F. Wheeler. Separate chapters are devoted to the Federal Republic of…