Education System

 

Primary:-

Primary (or elementary) education consists of the first five to seven years of formal, structured education. In general, primary education consists of six to eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of children aged six to twelve are enrolled in primary education and this proportion is rising. Under the Education for All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education are mostly referred to as primary schools or elementary schools. Primary schools are often subdivided into infant schools and junior school.

Secondary:-

In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, "post secondary", or "higher" education (e.g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia, primary and secondary educations together are sometimes referred to as K-12 education, and in New Zealand Year 1–13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education, or to train directly in a profession.

 Higher education:-

Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school such as a high school or secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities mainly provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Individuals who complete tertiary education generally receive certificates, diplomas, or academic degrees.

University education includes teaching, research, and social services activities, and it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Universities are generally composed of several colleges. 

University of Tokyo

History -:

The University of Tokyo is a research university located in Bunkyo, Tokyo, Japan. The university has 10 faculties with a total of around 30,000 students, 2,100 of whom are foreign. It is the first of Japan's National Seven Universities. University was chartered by the Meiji government in 1877 under its current name by amalgamating older government schools for medicine and Western learning. It was renamed the Imperial University in 1886, and then Tokyo Imperial University in 1897 when the Imperial University system was created. In September 1923, an earthquake and the following fires destroyed about 700,000 volumes of the Imperial University Library.  The books lost included the Hoshino Library a collection of about 10,000 books. The books were the former possessions of Hoshino Hisashi before becoming part of the library of the university and were mainly about Chinese philosophy and history. In 1947, after Japan's defeat in World War II, it re-assumed its original name. On 20 January 2012, University of Tokyo announced that it would shift the beginning of its academic year from April to September to align its calendar with the international standard. The shift would be phased in over five years. But this unilateral announcement by the president was received badly and the university abandoned the plans.

Academic Faculties & Departments -:

According to the Japan Times, the university had 1,282 professors in February 2012. Of those, 58 were women.

Faculty of agriculture

College of Arts and Sciences

Faculty of economics

Faculty of education

Faculty of engineering

Faculty of law

Faculty of letters

Faculty of medicine

Faculty of pharmaceutical

Faculty of science

Research institutes

Institute of Medical Science

Earthquake Research Institute

Institute of Oriental Culture

Institute of Social Science

Institute of Industrial Science

Historiographical Institute

Institute of Molecular and Cellular Biosciences

Institute for Cosmic Ray Research

Institute for Solid State Physics

Atmosphere and Ocean Research Institute

Research Center for Advanced Science and Technology.

On-line schools for early childhood

The first eight years of a child’s life determine his or her future success in school. As preschool, kindergarten and elementary enrollments increase over the next decade, the need for new teachers will grow. With our Bachelor of Science in Education/Early Children Education (BSEd/ECH), you’ll gain the skills needed to shape children’s academic, social and cognitive skills.

This degree program is intended for students with no prior teaching experience who want to work with children from pre-K through grade 3 or age 8. The curriculum includes all of the essential elements required to help prepare you for teacher licensure in the field of early childhood education, and is aligned with National Association for the Education of Young Children® (NAEYC®) standards. Certification requirements differ from state to state, however, so check the website of your state’s licensure board for more information.

Credits waived for students who hold the CDA credential

Your passion for quality early education led you to complete your Child Development Associate (CDA). Now you can take the next step to become a teacher with a Bachelor of Science in Education/Early Childhood Education and potentially waive up to 21 credits toward the completion of your degree.

*University of Phoenix initial degree programs lead to teaching certification (Early Childhood, Elementary, Middle Level, Secondary and Special Education) in certain states. The College of Education offers state-approved programs in Arizona, California, Colorado, Florida, Hawaii, Indiana, Missouri, Nevada, New Mexico, Oregon, Tennessee, Texas and Utah Individual programs vary by state, and not all programs are available at all locations or in both online and on-campus modalities.

Carnevale, A., et al. (June 2010), “Help Wanted: Projections of Jobs and Education Requirements Through 2018,” Georgetown University, Center on Education and the

National Association for the Education of Young Children  & NAEYC® are a registered trademarks of National Association for the Education of Young Children

Candidates may request an institutional recommendation upon successful completion of their program (academic and program requirements). Candidates should check with their state agency for any state-specific requirements, including the acceptability of the University’s initial programs in any state in which they intend to seek licensure or certification. Program requirements are subject to change based on state certification requirements. Please speak to a campus representative for a listing of programs available at each campus location.

Requirements and prerequisites

You will need 120 credits to complete this program, which may be earned from a combination of required and elected courses. However, required courses may vary based on previous experience, training or transferable credits.

Educational Theory

Opposition:-

Opposition to feminist educational theory comes from both those who oppose feminism in general and feminist who oppose feminist educational theory in particular. Critics of feminist educational theory argue against the four basic tenants of the theory, “… [Contesting] both their legitimacy and their implementation”. 

Lewis Lehman particularly describes feminist educational ideology as, ‘Therapeutic pedagogy’ that substitutes an ‘overriding’ (and detrimental) value on participatory interaction for the expertise of the faculty” (Hoffman). Lehman argues that the feminist educational tenants of participatory experience and validation of person experience hinder education by limiting and inhibiting the educator’s ability to share his or her knowledge, learned through years of education and experience.

Others challenge the legitimacy of feminist educational theory, arguing that it is not unique and is instead a sect of libratory education. Even feminist educational scholars such as Frances Hoffmann and Jayne Stake are forced to concede that, “feminist pedagogy shared intellectual and political roots with the movements comprising the libratory education agenda of the past 30 years”. These libratory attempts at the democratization of classrooms demonstrate a growth in libratory education philosophy that some argue feminist educational theory simply piggybacks off of.

There are countless supporters of feminist education as well, many of whom are educators or students. Student-turned-professor Becky Ropers-Hillman recounts one of her positive experiences with feminist education from the student perspective, explaining that she “… felt very ‘in charge’ of [her] own learning experiences,” and “… was not being graded-or degraded... [while completing] the majority of the assigned work for the class (and additional work that [she] thought would add to class discussion),” all while “… [Regarding] the teacher’s feedback on [her] participation as one perspective, rather than the perspective”. Ropers experienced a working feminist classroom that successfully motivated students to go above and beyond, succeeding in generating self-efficacy and caring in the classroom.

When Ropers became a teacher herself, she embraced feminist educational theory, noting that, “[Teachers] have an obligation as the ones who are vested with an assumed power, even if that power is easily and regularly disrupted, to assess and address the effects that it is having in our classrooms”. 

Ropers firmly believes that educators have a duty to address feminist concepts such as the use and flow of power within the classroom, and strongly believes in the potential of feminist educational theory to create positive learning experiences for students and teachers as she has personally experienced.

Leading feminist scholar bell hooks argues for the incorporation of feminism into all aspects of society, including education, in her book Feminism is for everybody. 

Hooks notes that, “Everything [people] know about feminism has come into their lives third hand”. Hooks believes that education offers a counter to the, “… won minded notion of feminist movement which implied it was anti-male”. Hooks cites feminism’s negative connotations as major inhibitors to the spread and adoption of feminist ideologies. However, feminist education has seen tremendous growth in adoption in the past few decades, despite the negative connotations of its parent movement.

Education degree on-line

Open education and electronic technology:-

In 2012, the modern use of electronic educational technology (also called e-learning) had grown at 14 times the rate of traditional learning. Open education is fast growing to become the dominant form of education, for many reasons such as its efficiency and results compared to traditional methods. Cost of education has been an issue throughout history and a major political issue in most countries today. Online courses often can be more expensive than face-to-face classes. Out of 182 colleges surveyed in 2009 nearly half said tuition for online courses was higher than for campus based ones. Many large university institutions are now starting to offer free or almost free full courses such as Harvard, MIT and Berkeley teaming up to form ed X. Other universities offering open education are Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U. Penn, U. Michigan, U. Virginia, U. Washington, and Cal tech. It has been called the biggest change in the way we learn since the printing press. Despite favorable studies on effectiveness, many people may still desire to choose traditional campus education for social and cultural reasons.

On-line College Education

Best On-line Colleges

The Reformation prompted the establishment of compulsory education for boys and girls. Most important was Martin Luther's text 'a die Ratsherren aller Städte deutschen Landes,' (1524) with the call for establishing schools. Especially the Protestant South-West of the Holy Roman Empire of the German Nation with cities like Strassburg became pioneers in educational questions. Under the influence of Strasbourg in 1592 the German Duchy Pfalz-Zweibrücken became the first territory of the world with compulsory education for girls and boys. The South German Duchy Wuerttemberg installed a compulsory education already in 1559, but for boys only.

In Scotland the Education Act of 1496 had obliged the children of noblemen and freeholders to attend school, but the School Establishment Act of 1616 commanded every parish with the means to establish a school paid for by parishioners. The Parliament of Scotland confirmed this with the Education Act of 1633 and created a local land-based tax to provide the required funding. The required majority support of parishioners, however, provided a tax evasion loophole which heralded the Education Act of 1646. The turmoil of the age meant that in 1661 there was a temporary reversion to the less compulsory 1633 position. However, in 1696 a new Act re-established the compulsory provision of a school in every parish with a system of fines, sequestration, and direct government implementation as a means of enforcement where required.

During the Reformation in 1524, Martin Luther advocated compulsory schooling so that all parishioners would be able to read the Bible themselves, and Palatinate-Zweibrücken passed accordant legislation in 1592, followed by Strasbourg—then a free city of the Holy Roman Empire— in 1598.

Educational Colleges

The challenge of working with exceptional students requires teachers with extraordinary gifts. If you’ve always thought about becoming a special education teacher, but your bachelor’s degree is in a discipline other than Education, our Master of Arts in Education/Special Education (MAEd/SPE) can help you achieve your goal.

This graduate degree program is intended for students with no prior teaching experience. The MAEd/SPE will introduce you to methods and strategies for classroom instruction while providing a deeper understanding of working with children who are exceptional learners. Nationally recognized by the Council for Exceptional Children (CEC), the curriculum blends academic theory with relevant coursework, field experience and student teaching in a mild to moderate setting, and includes all essential elements required to help you prepare for a career in special education.

Requirements and prerequisites

You will need 46 credits to complete this program, which may be earned from a combination of required and elected courses. However, required courses may vary based on previous experience, training or transferable credits.