Recently, the number of immigrants from CIS nations has increased greatly in Russia because of a decreasing domestic population. Therefore various measures are executed in Russia. As in Japan, the numbers of foreigners who stay for a long term is increasing. As in Japan, there is demand in Russia for education of the children of migrants in the language of the host nation and in the migrants' mother tongue. The purpose of this paper is to analyze whether experience in Moscow holds any lessons for Japan.
First of all, this paper analyzes the liberalization of Russian immigration policy. Next, the paper considers the approach taken towards bi-lingual education in Moscow City of the children of migrants who have limited ability in the Russian language. The paper focuses on the time period since the changes in immigration policy following the independence of the Russian Federation.
Finally, I analyze the present conditions of bi-lingual education for children of migrant and minority races in Moscow City based on a survey conducted in the Tartar's school and the school with an Azerbaijani component. In addition, the author of this paper considers the background and current state of “Russian language school” institutionalized with new migrant control policy.
These problems are analyzed from the aspect of the multicultural education.
The purpose of this paper is to overview the multicultural education policy of South Korea in general and to examine the multicultural education of the Purun Citizen's Community. The Ministry of Education, Science & Technology has implemented a multicultural education policy since 2006. This policy has mostly covered school-based multicultural education, with a few measures of community-based multicultural education. The understanding of multicultural education has changed since several studies and policies were carried out in 2009. Multicultural education is now considered to be lifelong education.
This article will first review the contents of the multicultural education policy and the formation of lifelong multicultural education policy & its studies. Secondly, it will analyze how the Purun Citizen's Community initiated and cooperated with migrant women by developing multicultural lifelong education activities in Seoul. Thirdly, based on the former examination, it will discuss current issues of lifelong multicultural education in South Korea. Finally, this article will illustrate the importance of lifelong multicultural education and its positive contribution towards creating a co-living community.
This paper examines the Toyama general education program of 1952, the first city and district program executed in Japan. The program integrated adult and community education with school education in a manner that resembled industrial characteristics.
The first plan was based on setting educational goals and practice based on a scientific analysis of educational contents, methods and institutions.
The plan aimed to reform educational practice along the lines of post-war regionalism in order to raise young people for industrial growth.
Furthermore, the plan made much of adult and community educational programs and tried to promote the vocational education of youths.
This resulted in the establishment of the Education Service Center from which came the Industrial Education Building and a Industrial Senior High School which deepened the combination of labor and education and helped develop the understanding of the program.
Now we have no choice but to redefine the meanings of adult and community education from institutional and political perspectives. We need to consider the social outcome of adult education. This research conceptualizes adult learning opportunities as ones which provide access to “social capital.” I examine empirically whether and how formal and informal educational environments affect the formation of networks of social capital.
The analysis is based on the integrated data of JGSS-2000 and JGSS-2001. A multinomial logistic regression analysis was made to confirm the effects of formal and informal learning on people's network types, focusing on bonding and bridging social networks. Dependent variables are related to the type of both bonding and bridging networks, and includes individual-oriented, family-oriented, friends-oriented and relationship-oriented variables. Relationship-oriented networks mean that people have some ties with both family and friends. Independent variables are about schooling, experience of participating in a course, the quantity of reading and participation in some culture, sports or voluntary groups.
The findings of this analysis are as follows. First, I found the level of schooling achievement did not influence the possession of relationship-oriented networks. Secondly, it shows that adults' experiences of cultural courses, reading books and participation in hobby or voluntary groups have positive effects on social capital.
The purpose of this paper is to examine the aspects of the self-educational movement of women teachers that are most evidently found in the work done by the North of England Council for Promoting Higher Education for Women, which existed from 1864-1874. One of the most prominent things that the Council did was organizing local lectures by Cambridge University academics. These local lectures developed into the University Extension Movement, starting from 1873, and this has been studied in the field of British Adult Education, whose tradition is usually considered to be “liberal non-vocational” education. This paper challenges to show how this local lecture project by the Council was closely connected to women's occupational independence, which was quite difficult at that time, especially among governesses. In order to explore how the local lectures were planned, with what rationale they were carried out, and what they actually gave to the women teachers, who desperately needed self-educational opportunities, this paper examines three key people who engaged in the formation of the Council: Anne J. Clough (who had experience as a teacher and an owner of schools), Josephine E. Butler (who was known as an activist in movements against Protection Against Sexually Transmitted Disease Acts), and James Stuart (who was a fellow at Trinity College, University of Cambridge).
This paper aims to deepen historical understanding of conceptsand methodology related to the unification of welfare, education, and culture through anexamination of the Children's Recreation Centers-Plan of MichisukeKono, and to draw lessons for contemporary society from them. As a result, it is understood thatthe KonoPlan had an ideological character limited to its era. At the same time,it is also seen that it had the character that catches the problems of children outside school that divide welfare from educationand culture. In addition, it is understood it contained features pursuant to the organization of facilities, architectural design in the community, and guidance by the supervising instructors And, four suggestions for contemporary society emerge. First, it is necessary to restructureconcepts and the methodology related to the unification of welfare, education, and culture from the viewpoint of the “Maintenance of living conditions” and “Lifestyle guidance”. Secondly, it is necessary to pay attention to the role of leaders as fellow dwellers. Thirdly, the internal organization, construction and placement of facilities need to be carefully thought out. Finally, it is necessary to restructure Children's Recreation Centers theory fundamentally.
This study analyzed the process of forming subjectivity among fathers in the educational movement in raising children Wakkanai-City. The characteristic of the movement was the inclusion of fathers and considering school district as a unit. Here the learning process among fathers in 4 districts is analyzed.
The first stage is “becoming aware of raising child”. For fathers to understand that child raising as their personal affair, an opportunity to grasp the reality of their children was necessary.
The second stage is “gaining self-awareness”. This is a stage where fathers become aware that they need to change by taking problems in child raising as their own. This required an opportunity for the parents to have a talk with each other.
The third stage is “understanding the importance of cooperative child raising”. This is a stage where the need to change a district for raising children with a healthy mind is understood. An opportunity to becoming aware of public problems in the district was required for this stage.
The fourth stage is “becoming subjective in practice of social education”. Fathers who influence younger generation after their own children graduates correspond to this stage.
This study provides a further understanding of the learning process for fathers to form subjectivity with the analysis which takes characteristics among the districts into account. By making the best of differences and social communities and guaranteeing original development by the district, long-term learning rooted in the district was possible.