Search by article title, author,
keywords, and DOI

Call for papers for the special issue “Prevention and Treatment of Addictive Behaviors on Campus” (Final submission deadline: 2021/8/31)      The Journal of Research in Education Sciences will no longer provide printed copies      Call for papers for the special issue “Educational Research Related to Southeast Asian Countries” (Final submission deadline: 2018/12/31)     

Journal directory listing - Volume 59 (2014) - Journal of Research in Education Sciences【59(1)】March (Special Issue: 12-Year Basic Education)
Back

(Special Issue) Policies for the Diversification of Upper Secondary Education in Japan: Educational Reform Concepts and Their Implementation in Featured High Schools Author: Yu-Fei Liu(Center of Teacher Education, Chinese Culture University)

Vol.&No.：Vol. 59, No. 1
Date：March 2014
Pages：141-170
DOI：10.6209/JORIES.2014.59(1).05

Abstract：

After 30 years spent planning and designing a 12-Year Basic Education policy, the Ministry of Education finally announced in 2011 that the policy would be implemented in 2014. However, despite the government’s promotion of the policy for three years, it is still inducing intense disputes and controversy. The public is primarily concerned about the arrangement of the entrance examinations, outnumbered-applicant ranking criteria, and featured high schools; these three controversial points are related to enrollment and school administration. In particular, the public tends to directly link featured high schools with traditional, so-called “elite” high schools. Thus, the public has focused on school enrollment while overlooking the importance of school administration.
In the postwar period, Japan implemented diversification policies for upper secondary education twice: in the 1960s and the 1990s. In the first phase, general education and vocational education were separated. In the second phase, featured high schools were promoted. Following the emergence of the comprehensive course in the 1990s, the government of Japan aggressively promoted special designations among high schools regardless of whether they were public, private, general, or specialized, including the Super Science High School, Super English Language High School, Becoming a Specialist, and Japanese Dual System designations. These designations were intended to develop schools’ characteristics, innovation, localization, and diversification, as well as to help schools implement featured curricula to become featured schools. The implementation of the featured high schools policy released teachers and students from existing curricula, leading them to develop creative teaching materials; it also provided junior high school students with multiple choices for secondary school. Moreover, it facilitated cooperation between local enterprises and high schools, and balanced development between urban and rural areas.
This study suggests that for the 12-Year Basic Education policy, building featured high schools is not the same as eliminating elite high schools. Furthermore, it should not be confined to academic features. Although the enrollment strategy specified in the 12-Year Basic Education policy must be modified, the reform direction of the 12-Year Basic Education policy is in line with that implemented in Japan, and deserves recognition. Therefore, this study analyzed the development of policies for the diversification of upper secondary education in Japan through a literature review and a field survey. This study examined education reform concepts and their implementation in featured high schools, as well as school administrations. This study is intended as a reference for the implementation of the 12-Year Basic Education policy in Taiwan.

Keywords：12-Year Basic Education, upper secondary education in Japan, diversification policies, featured high schools, educational reforms

《Full Text》 檔名

References：
  1. 李敦義（2011）。綜合高中分流政策對學生學習成就的影響：以TEPS資料分析為例。教育科學研究期刊，56（2），107-135。doi:10.3966/2073753X2011065602004【Lee, D.-Y. (2011). Effects of comprehensive high school policy on students’ achievement: Evidence from Taiwan education panel survey. Journal of Research in Education Sciences, 56(2), 107-135. doi:10.3966/2073753X 2011065602004】
  2. 宋曜廷、周業太、吳佩璵、林秀珊、曾芬蘭（2010）。從學校本位評量省思臺灣擴大免試入學方案。教育科學研究期刊，55（2），73-113。doi:10.3966/2073753X2010065502003【Sung, Y.-T., Chou, Y.-T., Wu, P.-Y., Lin, H.-S., & Tseng, F.-L. (2010). A reflection of school-based assessment on the extended open admission program in Taiwan. Journal of Research in Education Sciences, 55(2), 73-113. doi:10.3966/2073753X2010065502003】
  3. 教育部統計處（2008）。各級教育學齡人口在學率─淨在學率。取自http://140.111.34.54/statistics/ publication.aspx?publication_sn=659【Department of Statistics of Ministry of Education. (2008). Enrollment rates of school－Net enrollment rates. Retrieved from http://140.111.34.54/statistics/publication.aspx?publication_sn=659】
  4. 楊思偉（主編）（1999）。日本教育。臺北市：商鼎文化。【Yang, S.-W. (Ed.). (1999). Education of Japan. Taipei, Taiwan: Shinning Culture.】
  5. 劉語霏（2006a）。從日本職校改革動向觀看臺灣之職校應如何轉變。教育研究月刊，149，135-147。【Liu, Y.-F. (2006a). A study analyzing how Taiwanese vocational schools should be changed based on investigations of reform movements of Japanese vocational schools. Journal of Education Research, 149, 135-147.】
» More
APA FormatLiu, Y.-F. (2014). Policies for the Diversification of Upper Secondary Education in Japan: Educational Reform Concepts and Their Implementation in Featured High Schools. Journal of Research in Education Sciences, 59(1), 141-170. doi:10.6209/JORIES.2014.59(1).05