This collection, written by Japanese and foreign scholars, represents an inclusive cross-section of the most important work in key areas of this field. Topics include: * the impact of Japanese education and training on Japan's economy and culture * the Japanese influence on the "East Asian approach" to education, in comparison with the educational systems of Korea, Taiwan, Singapore and Hong Kong * Japan's promotion of "learning organizations" and "Knowledge workers" for the Information Age.

This book is an up-to-date critical examination of schooling in Japan by an expert in this field. It focuses on developments in the last two decades, with a particular interest in social justice. Japan has experienced slow economic growth, changed employment practices, population decline, an aging society, and an increasingly multi-ethnic population resulting from migration. It has faced a call to respond to the rhetoric of globalization and to concerns in childhood poverty in the perceived affluence. In education we have seen developments responding to these challenges in national and local educational policies, as well as in school-level practices. What are the most significant developments in schooling of the last two decades? Why have these developments emerged, and how will they affect youth and society as a whole? How can we best interpret social justice implications of these developments in terms of both distributive justice and the politics of difference? To what extent have the shifts advanced the interests of disadvantaged groups? This book shows that, compared to three decades ago, the system of education increasingly acknowledges the need to address student diversity of all kinds, and delivers options that are more varied and flexible. But interest in social justice in education has tended to centre on the distribution of education (who gets how much of schooling), with fewer questions raised about the content of schooling that continues to advantage the already advantaged. Written in a highly accessible style, and aimed at scholars and students in the fields of comparative education, sociology of education and Japanese studies, this book illuminates changing policies and cumulative adjustments in the daily practice of schooling, as well as how various groups in society make sense of these changes.

This book highlights recent education research on Japan based on sociological and other related approaches to historical developments and accomplishments. Written primarily by members of the Japan Society of Educational Sociology, it brings to light concerns and viewpoints that have grown out of the Japanese educational context. By focusing on uniquely Japanese educational research phenomena, the book offers international readers new insights and contributes to the international debate on education. It may help sociologists and social scientists outside Japan gain a deeper understanding of ongoing changes in education in Japan as well as its historical and structural contexts.

This book records the history of Japan’s international cooperation in education from the 1950s to 2020. It provides a crucial overview of the nearly 70 years since Japan began engaging in international cooperation in education in order to record and document these efforts that range from basic to higher education to technical and vocational education and training, and the large numbers of people involved in their respective areas of activity and specialization. The book provides useful indicators for exploring new forms of education cooperation in this age of global governance and beyond. The authors include not only researchers but also field practitioners, such as personnel from the Japan International Cooperation Agency and NGOs. Chapters 1, 3, 5, 9, 12 and 15 are available open access under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License via link.springer.com.

This book investigates how social and cultural factors affect the education, training and career development of graduates of higher education in Japan and the Netherlands. The aim of this book is to explore how Dutch and Japanese graduates choose and develop their careers in reference to the above-mentioned challenges. It is based on a unique data set consisting of surveys held among graduates three and eight years after leaving higher education.

In many OECD countries, tertiary education systems have experienced rapid growth over the last decade. With tertiary education increasingly seen as a fundamental pillar for economic growth, these systems must now address the pressures of a ...

A study of postwar education in Japan which is intended to shed light on the development of Japanese educational policy. Major educational documents are included, some taken from records of the American occupation forces and others being original translations from Japanese sources.