In the latter half of the 1980's, educational administration in New Zealand underwent massive and rapid reform based upon the ‘Picot Report’. Major articles of the governments reform included: the devolution of greater power to schools; the promotion of self-managing schools following the devolution; and greater community involvement in education. One of the greatest changes achieved through this reform was the abolition of Education Boards, having continued for more than 100 years. Following, all state primary and secondary schools throughout the country adopted a Board of Trustees (BOT), representing parents of students.

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This paper explores current features of philosophy education in primary schools in Australia with specific reference to the “Philosophical Inquiry for Children” programme. In addition, it deals with a comparative study of “Philosophical Inquiry for Children” in Australia and “Morals Class”(the class of Moral Education) in Japan, so as to propose some points for curriculum development in moral education.

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This is a paper analyzing “ethnic equality” in China through entrance examinations in Yanbian Korean Autonomous Prefecture. China has pursued realizing an “ethnically equal” society since China built its country. It can be said however, that the term “ethnic equality” is ambiguous, and because of that, China has walked a meandering road. Thus, clarifying the meaning of the “ethnic equality” in China is very important for doing research on China's future. Entrance examinations appear to be objective to everyone, but actually include “ethnic equality” problems such as what subjects are examined or how they are questioned. Investigating entrance examinations in Yanbian is suitable for pursuing “ethnic equality” research because the Korean minority and Han majority that live there are competing against each other in entrance examinations. This paper uses raw data concerned with entrance examinations and interviews of teachers and students in Yanbian.

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This report intends to look at one side of the Korean “Save-the-Nation-by-Education” movement by analyzing“Kodeung Sohag Dokbon(The Korean Textbook for the Senior Primary School)” compiled by Hwimun Wisuk (Hwimun School)(1906). This movement has been seen as a “resistance” because it began suddenly around 1905, when the “Protection Treaty” was concluded between Japan and Korea. In reality, however, it showed very complicated characters, mainly because the “Civilizationists, ” the main members of this movement, had been very close to Japan until then. The purpose of this report is to see how this patriotic textbook reflected the complicated and contradictory characters of that movement.

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Local Curriculum (Muatan Lokal) as a specific course taught in elementary and early secondary schools, was added to curriculum policy in 1994 as part of abroader policy of “Unity Among Many.” There to fore, policy was adamantly focused upon unifying the many and diverse ethnic group identities into one, national Indonesian identity.As has been shown in precedent research, the policy's distinctive character lie in the discretionary power given to local administrations to create curriculum appropriate to its cultural needs.The effort was expected to contribute to foster growth of consciousness and attitudes for both the conservation of traditional ethnic culture as well as its development, and to produce people who passessed a love of community and were committed to its development

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