Looking back on the history of Japanese learning schools, they are gradually integrated From Ping An Securities

The following is the Looking back on the history of Japanese learning schools, they are gradually integrated From Ping An Securities recommended by recordtrend.com. And this article belongs to the classification: Internet Education, Securities report.

Looking back on the development history of Japanese study schools, loose education promotes the explosive growth of study schools. The origin of Japanese study schools is caused by the strong contrast between the employment system’s emphasis on educational background and the low enrollment rate of higher education, but Japan’s economy and education started earlier than China. The development of Japan’s after-school tutorial institutions reached its climax in 1981-1993, during which Japan implemented “loose education” (similar to the current “burden reduction” in China). The number of after-school tutorial institutions in Japan increased rapidly by 27173 at this stage, with a compound annual growth rate of 9.4%; The participation rate of middle school increased from 38.0% in 1976 to 44.5% in 1985 and even 59.5% in 1993. The participation rate of primary school also increased from 12.0% and 16.5% to 23.6%. It reached the peak of Japan’s general school rate in 1993.

Actively supervise and attach importance to the role of industry self-discipline Association. In the face of the frequent phenomenon of “disordered schools”, the Japanese government’s attitude towards after-school tutoring has changed to positive governance. To sum up its experience, it mainly includes that the government clarifies the orientation of learning school, gives guidance and norms from the legal level, and attaches great importance to the role of industry associations. For example, the teacher evaluation of Japanese training institutions is undertaken by the National Learning School Association, a third-party organization independent of the government. The government and industry associations perform their respective duties and promote each other.

School school cooperation has become the status quo of Japanese education. After 60 years of development, Japan’s off campus teaching and training has broken the previous thinking of “interests first” and changed its role to “cooperator” of school education, including providing textbooks, test questions, teaching sites and teacher training to schools, and conducting interest, independence, personalization and diversified education for children.

To sum up the development experience of Japanese learning schools and find the future direction of China’s teaching and training: 1) at present, the supervision of tutoring institutions outside schools in China is obviously stricter, and standardization, rationalization and centralization are the future direction; 2) The group style learning school with wide business coverage is still the mainstream of Japan’s education and training market. The plan of Japan’s leading education and training business covering all areas, expanding overseas markets, strengthening online education and extending the field of elderly care is worth learning; 3) Recently, there have been frequent cases of severe management and severe punishment on k12 education and training. The tone of reducing students’ burden is similar to that of Japan’s loose education period in history. Learning from Japan’s mode of integration and complementation of education industry inside and outside schools, China’s k12 education and training institutions should actively explore a new education mode with individuality, independence and long-term perspective.

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