WEBVTT

1
00:00:00.001 --> 00:00:07.000
So, I'd like to start this session. Good morning, everybody. Thank you for coming to this Ariemonic session on the final day.

2
00:00:07.000 --> 00:00:21.000
And the firstly I'd like to show this acknowledgment of country for Yeah, for, this conference.

3
00:00:21.000 --> 00:00:32.000
I read it. On behalf of everyone opposite, I respect the spirit of country here in Dumb, where we are meeting.

4
00:00:32.000 --> 00:00:33.000
I recognize the past and President Klein Nation, Brazil, Julian, Budding, after the suffering people here.

5
00:00:33.000 --> 00:00:54.000
The culture of marriage soldiers who maintain and promote the non-avorical role customs and the custodians and SIP responsibilities for the country and the people that country continues to sustain generation after generation into the future for all of us.

6
00:00:54.000 --> 00:01:00.000
I recognize the important contributions at First Station, have made this authority, including to our dominant ways of thinking.

7
00:01:00.000 --> 00:01:13.000
We thank all First Nations delegates in the room today for their. We thank all First Nations delegates in the room today for their contributions to marriage in the history.

8
00:01:13.000 --> 00:01:22.000
So anyway, thank you very much for coming. So I'd like to start, this session.

9
00:01:22.000 --> 00:01:29.000
Yes, so today we have 6 our session title is rethinking the modern education model or subtitle is Easter age and parts detectives.

10
00:01:29.000 --> 00:01:51.000
So this station has a small help from Japan's Society of Education and sociology and I'm very happy to welcome 6 good presenters.

11
00:01:51.000 --> 00:02:05.000
Probably we have we don't have 2 presenters now, but they will come. so far, I like to start this session.

12
00:02:05.000 --> 00:02:09.000
And firstly, so far I'd like to start, this session.

13
00:02:09.000 --> 00:02:18.000
And, firstly, I, I like to start, this session. And, firstly, I, yeah, the, the, presentation time is 15 min, 15 min, 15 min, 15 min, 15 min and I will show or remain 5 min and I will show or remain 5 min and

14
00:02:18.000 --> 00:02:25.000
one minutes and I will show or remain 5 min and 1 min and stop and remain 5 min and 1 min and I will show or remain 5 min and 1 min and stop.

15
00:02:25.000 --> 00:02:31.000
And if you have a short time, I would like to accept small one question for your presentation for your presentation.

16
00:02:31.000 --> 00:02:41.000
However, if we don't have no time to to force a short question. We will move to our next presentations.

17
00:02:41.000 --> 00:02:55.000
After all, presentations we would like to discuss some points. So, first 3. Yeah, I'd like to invite first speaker, Professor Koo.

18
00:02:55.000 --> 00:03:14.000
The margins of vocation professional training in expanded higher education system in Eastern Asia. Ready to come.

19
00:03:14.000 --> 00:03:25.000
Thank you and good morning all of you. In this presentation, I'm going to talk about the vocational education in the expanded high education system.

20
00:03:25.000 --> 00:03:31.000
So I hope we could learn from each other so as a kind of new way leading us to a new path.

21
00:03:31.000 --> 00:03:40.000
I mean when we think about the modern developments of education in our countries as well as in our society.

22
00:03:40.000 --> 00:03:47.000
So it is an ongoing project. I'm still analyzing the data, but I still want to share about the theme, the aims and also some of the preliminary analysis of my research.

23
00:03:47.000 --> 00:04:09.000
So the background of this research is the expansion of high education in the East Asian country. So I guess we all know we said that it is a kind of massive expansion of high edition and then we have approached a kind of universal participation or a very high level of participation in high education nowadays.

24
00:04:09.000 --> 00:04:28.000
So people usually, okay, explain this type of massive or universal high education in 3 ways. So the first one is we are very familiar with it because of the on, culture.

25
00:04:28.000 --> 00:04:33.000
So we're heavily influenced. I mean our countries, East Asians are heavily influenced by our countries, Asians are heavily influenced by this culture and that we put much emphasize on academic education.

26
00:04:33.000 --> 00:04:52.000
So the governments, the officials, the parents as well as the children. Thinking that enter university as a key dominant and commonly as bad roots for the societal development as well as their personal mobility.

27
00:04:52.000 --> 00:05:06.000
So under this type of culture, once opportunities comes. Okay, everyone would go for this pathway. And then another important theory, very inferential significance in all the modern society is human capital theory.

28
00:05:06.000 --> 00:05:20.000
So especially entranced the the policy-making people. Okay, so they think once the young people have opportunities to receive more education, higher level of education, then they would receive.

29
00:05:20.000 --> 00:05:32.000
Better and higher occupational outcomes. So they would receive more income returns later on. So that's always supported by the evidence of college wage premium.

30
00:05:32.000 --> 00:05:47.000
So that is the wage gap between those who have received college at education and those who haven't. Although, although recently, because of the mass expansion of high education, this type of college wage premium is narrowed.

31
00:05:47.000 --> 00:05:55.000
But still, this gap is still here. So people believe in human capital theory. And then another important the leaves or theories that influence us to move on this direction is the wishful thinking, right?

32
00:05:55.000 --> 00:06:18.000
We think there is great implications on social inequalities and mobility structure. So when there are more and more students regardless of the gender and class backgrounds regardless of their education academic performance.

33
00:06:18.000 --> 00:06:23.000
They could get into university, get into higher education, then they would have a chance. To move upward.

34
00:06:23.000 --> 00:06:34.000
So this is a kind of show show equality project, okay, allowing more people to have a chance to move up the social ladder.

35
00:06:34.000 --> 00:06:44.000
Again, unfortunately, due to this massive high education expansion, we found credential inflation. So we actually have more than enough.

36
00:06:44.000 --> 00:07:02.000
University graduates. So they found that it is increasingly difficult to find a secure or stable jobs and then they found they have limited mobility opportunities when compared with their parents generation or grandparents generation who have only maybe secondary school.

37
00:07:02.000 --> 00:07:11.000
Levels of qualification. So under this big background, I want to highlight some of the features of this expansion of high education.

38
00:07:11.000 --> 00:07:25.000
So one great important implication is that we found the whole system become increasingly stratified. So in the past we're always concerned about vertical differentiation.

39
00:07:25.000 --> 00:07:36.000
Our concern is only the elite class only the upper middle class have chances to receive high education while those you know working class people have.

40
00:07:36.000 --> 00:07:50.000
Lower level of education. So this is vertical. Differentiations. However, after the expansion of education, high education, what we found nowadays is a kind of horizontal differentiation.

41
00:07:50.000 --> 00:07:58.000
So what everyone have a chances to get into university, I'm so sorry. The value of the education still differ.

42
00:07:58.000 --> 00:08:08.000
Okay, it leads. So when everyone have that degree, we still observe the heterogeneous return to education within the same level of studies.

43
00:08:08.000 --> 00:08:17.000
Although everyone could enter university, but the return of the degrees are different. So this is a by 2 important factors.

44
00:08:17.000 --> 00:08:43.000
The first one is institutional diversity. So we are not having only university but also have other kinds of we call post-secondary colleges or institutions such as community college, short-term university where this is very common in Japan, not all 4 years, but 2 years in in Taiwan we also found some vocational institutions as

45
00:08:43.000 --> 00:09:00.000
well. So this type of different institutions actually leading to different values of the degrees and we found a very clear hierarchical orders of universities, those research public universities always in the top and they are occupied or many occupied.

46
00:09:00.000 --> 00:09:11.000
By those advantages students with advantages class backgrounds. So this is one important factors that leads to the stratification or we call the horizontal differentiation.

47
00:09:11.000 --> 00:09:22.000
And other important factor is the field of specialization or we set a measure okay which subjects which areas that you are major in.

48
00:09:22.000 --> 00:09:37.000
So it also leads to different. Rewards in the labour market. So what we found or a lot of research tell us that some male-dominated professional fields such as medicine, law, engineering always gives you in a higher income return.

49
00:09:37.000 --> 00:09:51.000
Why are other? I have to say, okay, while students engaging in sociology, anthropology, philosophies, they always have lower income return.

50
00:09:51.000 --> 00:09:59.000
So that is the, sadly but this is the reality race of that is the horizontal differentiation.

51
00:09:59.000 --> 00:10:13.000
So another important features, okay, of the expansion of high education is. We try to incorporate more vocational education and training into this expanded system.

52
00:10:13.000 --> 00:10:23.000
So what we found is more and more programs, okay, we have nowadays is not purely academic. So sociology program, yes, we still have philosophy program.

53
00:10:23.000 --> 00:10:34.000
Yes, we still have. But we also have a lot of we call training programs. A lot of practical curriculars being insert into it.

54
00:10:34.000 --> 00:10:43.000
So these type of programs are expressively linked to the needs of the economy with practical oriented curricula.

55
00:10:43.000 --> 00:10:50.000
OK, so they are prepared. Repairing their graduates to get a professional credential, a license for them to get into certain occupations.

56
00:10:50.000 --> 00:11:06.000
So that is very new at least in East Asian okay very direct straightforward pathways after you get a certain degree then you would get into certain occupations.

57
00:11:06.000 --> 00:11:15.000
So that of course related to the professionalization process of some occupations. So the occupations want to upgrade themselves.

58
00:11:15.000 --> 00:11:20.000
Okay, in the past they just go to training school get 2 years of training then you would get into the occupations get into the field.

59
00:11:20.000 --> 00:11:43.000
But nowadays they want to upgrade themselves so they upgrade the training not only in those schools training schools but get a degree in the university before you could get into our professional fields and it is very common among the female dominated occupational groups such as teachers, social workers, nurses.

60
00:11:43.000 --> 00:11:48.000
So in the past they might receive only 2 years of deep pro much training, then they could get a license.

61
00:11:48.000 --> 00:12:00.000
But nowadays they have to get into university 4 years of degrees or even longer years of degrees with the training in the hospital or in the schools in order to get a licence.

62
00:12:00.000 --> 00:12:14.000
To participate in these occupations. So, under this type of new programs, what we found is these programs actually attract a large amount of we call nontraditional students.

63
00:12:14.000 --> 00:12:27.000
So they are from, for example, they have lower academic performance. I mean in the public examinations because this practice-oriented programs has lower admission requirements.

64
00:12:27.000 --> 00:12:37.000
And also, they attract a lot of working class students because this type of program directs you to a very stable, you know, secure type of employment.

65
00:12:37.000 --> 00:12:45.000
So it, it doesn't, you know, need to worry. If I'm graduating from sociology, what would I do afterwards, right?

66
00:12:45.000 --> 00:12:46.000
So this type of programs, right? So this type of programs actually attract to this group of students. So this type of programs actually attract to this group of students.

67
00:12:46.000 --> 00:13:02.000
So my, I mean after reviewing the background of this research what I want to do is I want to look into the function okay or the role of this type of professional training in higher education.

68
00:13:02.000 --> 00:13:14.000
So I want to look into how they exist. Okay, in this type of expanded education system. And I want to understand what change and how change can come about in this expanded system.

69
00:13:14.000 --> 00:13:25.000
The change is talking about social inequality. The change is talking about the social reproduction of class and gender.

70
00:13:25.000 --> 00:13:38.000
So, in previous, that, that, What we do is we focus on how middle-class students maintain their social privilege in obtaining a well-recognized.

71
00:13:38.000 --> 00:13:57.000
University degree in prestigious traditional professional fields, but in this research I want to see, okay, how these professional programs could change the mobility technologies of students and how does professional training would transform the education system and the stratification of the education system.

72
00:13:57.000 --> 00:14:10.000
So I use the case study, a nursing training in Hong Kong, but actually when I take out the literature, it's quite shared.

73
00:14:10.000 --> 00:14:15.000
So in Hong Kong, traditionally, the nurse training is held in hospital or hospital-related training vocational institutions.

74
00:14:15.000 --> 00:14:29.000
So they just need to have very, you know, hospital based training. They train the skills for 2 years, then they could become a nurses.

75
00:14:29.000 --> 00:14:38.000
But in 19 nineties, just 30 years ago, in Hong Kong universities began to offer a bachelor of science in nursing programs.

76
00:14:38.000 --> 00:14:51.000
So that is 3 to 4 years bachelor nursing if I remember correctly it should be 4 years and then after 10 years or the hospital based nursing education was suspended closed.

77
00:14:51.000 --> 00:15:16.000
Unfortunately, due to the shortage of nurses, So we have to reopen the nursing skills. But since then, okay, the whole shortifications diversified or we found that there are different pathways to become nurses so they could get a university degree in the high-ranking public university at the same time they could get go

78
00:15:16.000 --> 00:15:23.000
back to the hospital-based training to have 2 years, 3 years intensive training in order to get the not license.

79
00:15:23.000 --> 00:15:34.000
So that types of we call accredited nurse training programs become widely available in different levels of education system.

80
00:15:34.000 --> 00:15:44.000
So as I said, I used Hong Kong as an example so you could see different pathways of getting the same license, okay, registered as a nurse.

81
00:15:44.000 --> 00:15:54.000
They could become a nurse in the hospital, work in the clinics, etc. So there are at least at least 4 big ways, very different pathways.

82
00:15:54.000 --> 00:16:08.000
So the first one is 3 years past time conversion degrees. So this is they already have some and rooted nurse some training and then they want to get a license maybe in the past they work in the small clinics.

83
00:16:08.000 --> 00:16:26.000
Okay, they're already recognizes some nurse, but not a registered nurse. So they got and wrote in the 3 years part time program in order to get the license and then we have 4 years full time, not a degree, but a professional diploma programs held in the private post secondary institutions.

84
00:16:26.000 --> 00:16:44.000
And then the third way is we call the standardized, five-year full-time bachelor degree in public universities private universities as well as other private pro-secondary institutions and then we even have master degrees.

85
00:16:44.000 --> 00:16:55.000
Okay, so whatever degrees that you have, but you just need to have 3 years full time master degrees held in pop at the top ranking universities.

86
00:16:55.000 --> 00:17:12.000
Although we have different pathways, different years of training and then different levels of I mean you receive the training in different levels or orders of high education institutes or the graduates.

87
00:17:12.000 --> 00:17:23.000
Eventually, would receive the same license. Okay, so they could practice the skills in hospitals in all types of hospitals and clinics.

88
00:17:23.000 --> 00:17:30.000
And the starting pay of these graduates is double, double of the general. Graduates in Hong Kong, I mean even in the public university.

89
00:17:30.000 --> 00:17:46.000
So of course there are some medical students they also have high wages but at least I mean in average they are at least double or 10% higher than the average starting pay.

90
00:17:46.000 --> 00:18:03.000
So I'll just give you some fer for the students graduating in sociology or in social science about they would get about 16,000 per month Hong Kong dollars in Hong Kong but for those nursing students they would get 32,000.

91
00:18:03.000 --> 00:18:08.000
So other than this background information, I also collect some data from individual students. I want to understand, their backgrounds, their thinking, aspiration, etc.

92
00:18:08.000 --> 00:18:25.000
So I get data from those who study in public university, top ranking in in private university in other types of colleges as well as nursing schools.

93
00:18:25.000 --> 00:18:33.000
So I quickly tell about the preliminary findings. So there's great variations in the composition of nursing skills.

94
00:18:33.000 --> 00:18:39.000
70% of the students are females, but more boys are found in high-ranking universities.

95
00:18:39.000 --> 00:18:48.000
More girls are found in hospital based trainings and then students from public universities have significantly better grace in public examination.

96
00:18:48.000 --> 00:19:03.000
They would get a lot of A's in the in the public examinations when they get into the university public university while those in the training, hospital training, they would get no A's or B.

97
00:19:03.000 --> 00:19:14.000
Things like that. Students transfer from high diploma programs are significantly more mature. Okay, so they they have they already have some practice before and then the background is also varied.

98
00:19:14.000 --> 00:19:27.000
So quickly summarise, OK, what I have found is different with students with different social demographic characters and available resources are actually making different technologies.

99
00:19:27.000 --> 00:19:37.000
And educational pathways. To choose a amount of different levels of programs at different types of institutions, but towards the end they obtain the same.

100
00:19:37.000 --> 00:19:42.000
Professional qualifications for stable and well-paid job in Hong Kong. Of course, I have to go deeper into it.

101
00:19:42.000 --> 00:19:54.000
So the next step of my analysis is, is there any potential differences in students future aspirations, career expectations as well as their mobility path?

102
00:19:54.000 --> 00:20:11.000
So, last words, what is the policy implication or sociological implications of my research. So what I want to do is We want to explore, okay, some new options are available for the young students.

103
00:20:11.000 --> 00:20:23.000
We know that it is still very stratified. We know that the new commerce, the working class, still have lower chances to receive in a very prestigious degrees that lead them to high income jobs.

104
00:20:23.000 --> 00:20:34.000
But we still need to look for some new ways, some do pose, finding ways for them to achieve better once they have chances to get into the university.

105
00:20:34.000 --> 00:20:48.000
So I hope we could learn from each other trying ways in the East Asian countries to try to get some new pathways for the youth development as well as give them mobility chances.

106
00:20:48.000 --> 00:20:53.000
Okay, so that's it. Yeah, thank you very much. So I hope I can learn more from you.

107
00:20:53.000 --> 00:20:56.000
Thanks.

108
00:20:56.000 --> 00:21:00.000
Yes, we give you. Think about what's based on your.

109
00:21:00.000 --> 00:21:10.000
Yeah, it is quite interesting topic. to think about vocational training in Asia, how is the Asia?

110
00:21:10.000 --> 00:21:20.000
So, yeah, because of the shortage of time, I would like to move to next speaker, the directory.

111
00:21:20.000 --> 00:21:28.000
So, next speaker is Professor Ojima.

112
00:21:28.000 --> 00:21:39.000
Yeah, his topic is change of social economic equality in education opportunity.

113
00:21:39.000 --> 00:21:46.000
Yeah.

114
00:21:46.000 --> 00:21:51.000
Good morning. My name is Rumi Kojima from Doshi University in Kyoto.

115
00:21:51.000 --> 00:22:08.000
Now today I represented papers. Title changes of economic inequality. Education opportunity. How competition to higher education entry influenced its effect.

116
00:22:08.000 --> 00:22:13.000
Okay.

117
00:22:13.000 --> 00:22:28.000
Previous studies. In encouragement of education opportunity have memory focus on inequality of educational opportunity between Social Cross or social economic status of the family.

118
00:22:28.000 --> 00:22:35.000
The trend in how the degree of inequality changes

119
00:22:35.000 --> 00:22:50.000
Have been examined. Whether education opportunities had been more more equal or less equal or further inequality has maintained constant, was the main topic of the study.

120
00:22:50.000 --> 00:23:00.000
In these studies, social steak stratification barriers such as printer education were family income had been the main concern.

121
00:23:00.000 --> 00:23:11.000
And academic achievement or one with the focus of this study has been treated as a contouring or intervening variables.

122
00:23:11.000 --> 00:23:18.000
In these studies. who analysed the career choice of high school students in Japan.

123
00:23:18.000 --> 00:23:39.000
Found that family in economic status and student academic ability were the main factors determined whether they will go on courage or not.

124
00:23:39.000 --> 00:23:51.000
It is true, these 2 factors, important role in educational attainment. But what makes the strings of these variables?

125
00:23:51.000 --> 00:24:08.000
How these effects changes in the context of macros social factors? This study examines under-f conditions, academic achievement and father's income are stringent.

126
00:24:08.000 --> 00:24:18.000
We focus on the competition for higher education entry as a macro social factor.

127
00:24:18.000 --> 00:24:39.000
2 figures show changes in the competition structure or higher for higher education. In figure one A 2 is the same for the line 3 lines, blue, green and red.

128
00:24:39.000 --> 00:24:50.000
Difference is that 2 dot rines. Okay.

129
00:24:50.000 --> 00:25:07.000
A blue line shows a number of junior high school students. Green line it shows a number of applicants for the higher education Red Rine shows a number of the constant entrance to higher education.

130
00:25:07.000 --> 00:25:33.000
In addition, a light blue dead dust line shows a higher education enrollment ratio. Figure B, one B, all 3 lines the same and the purple dust right shows a competent competition rate 2 for entrance to higher education and the small dodrine for a university.

131
00:25:33.000 --> 00:25:47.000
2 figures show the higher education environmental ratio and the competition ratio or higher education query. Correspond to the demographic change in younger generation.

132
00:25:47.000 --> 00:25:52.000
We use

133
00:25:52.000 --> 00:26:22.000
Only the cohort before bone and 1,980. 22,000 is, for example, this figure shows that 2,000 is the entrance to the higher education so 8 81 90 81 cohort is to the time for the go to university.

134
00:26:22.000 --> 00:26:26.000
Okay.

135
00:26:26.000 --> 00:26:29.000
M is very simple.

136
00:26:29.000 --> 00:26:51.000
We do wish. Educational attainment to further's income. And academic achievement. Next, the relationship between the change of this coefficient and the competition and nature to the higher education is examined.

137
00:26:51.000 --> 00:26:56.000
Hi hypothesis is very simple.

138
00:26:56.000 --> 00:27:06.000
The higher the competition to entrance the higher education increases, Destroyer, the effect of academic achievement.

139
00:27:06.000 --> 00:27:27.000
And weaker the effect of household economic conditions become. This becomes only predicted we we use all further income other economic conditions family We'll get our analysis.

140
00:27:27.000 --> 00:27:39.000
First we show the data used in these analogies and the feature variables. And second, we would introduce how to estimate further the income.

141
00:27:39.000 --> 00:27:54.000
The predicted father of income is used for the index of the husk. Old economic condition. Samples and the descriptive statistics are introduced in the next section.

142
00:27:54.000 --> 00:28:04.000
Education at attainment. The address to further income at the academic achievement. We focus the change of the standard deviation coefficient.

143
00:28:04.000 --> 00:28:20.000
Of the 2 variables. And we analyze relationship between the higher education competition ratio and the coefficient.

144
00:28:20.000 --> 00:28:30.000
We use 6 waves, JG, S, Japanese Genian Social Survey Data and Ss SSM, 205.

145
00:28:30.000 --> 00:28:49.000
Or a national representative sample. We extract samples from bone from 1,946 and till 8, 18, and 80 and merge them.

146
00:28:49.000 --> 00:29:02.000
The variable we use, various forwards. Response despondent years of scoring self-reported academic achievement at Read 3 in junior high school.

147
00:29:02.000 --> 00:29:14.000
Predicted for that income at age 45 a father's age of 85 a father's age 45 Yeah.

148
00:29:14.000 --> 00:29:44.000
How to predict for that income we used SSM, 1,965 to 1,995 from age from 30 to 59 who are correspond to San Francisco's brothers Based on this sample, we'll develop any natural annual income is rigorous to the education education age minus 45

149
00:29:47.000 --> 00:30:01.000
is used here because it makes simplified fines and predicted father's income. That means, mean and age.

150
00:30:01.000 --> 00:30:22.000
So, father, is a 30 years older than the respondent. So this is, I mean, the, their father predicted for this income at the age of 15

151
00:30:22.000 --> 00:30:34.000
This is a sample and dependent barriers. Years of scoreings predicted for that income. And I got an achievement.

152
00:30:34.000 --> 00:30:38.000
And correlation.

153
00:30:38.000 --> 00:30:43.000
Okay next to the dessert.

154
00:30:43.000 --> 00:31:04.000
This figure shows a mental yield. Narrow green line indicates that standard standardized duration coefficient of academic achievement To clarify the trend we operate a moving average over 5 cohorts Boolean white rhyme shows a moving average.

155
00:31:04.000 --> 00:31:18.000
Deep red dry indicates a standard radiation coefficient of predicted father's ink. On a dry show the competition dish for the university.

156
00:31:18.000 --> 00:31:33.000
If we compare the trends of these rides in the cup and the water covert born before 95 The change of the coefficient supports a hypothesis.

157
00:31:33.000 --> 00:31:44.000
But not the younger coat. This change is open to the predicted in the hypothesis. They're different.

158
00:31:44.000 --> 00:31:51.000
So next. In the

159
00:31:51.000 --> 00:32:21.000
For women in addition to the same index of the man junior quality competition rate is included in this figure. This because this figure includes many lines a little bit complicated Let us use a scat diagram indicated that the relationship between a between a competition ratio and coefficient.

160
00:32:21.000 --> 00:32:24.000
Okay

161
00:32:24.000 --> 00:32:36.000
To scatagrah grams show meant relationship between university competition ratio and the 2 division coefficient.

162
00:32:36.000 --> 00:32:59.000
Ship is not Korea. But we divided a thing into 2 groups, red and blue group.

163
00:32:59.000 --> 00:33:07.000
The put it, put that inative between the university Compensation and the academic achievement situation who are build.

164
00:33:07.000 --> 00:33:22.000
Old court from before. 1,965. And the duration is negative between the competition and the further income go absent in the younger cohort.

165
00:33:22.000 --> 00:33:36.000
And in the the relationship. Opposite Why the relationship between the competition for the and the effects of 2 variables?

166
00:33:36.000 --> 00:33:46.000
Is opposite to the hypothesis. Equals the reason in the rust section. This is a

167
00:33:46.000 --> 00:33:59.000
We mean, women, Nick, show, this thread shows a relationship in women, women between junior courage, competition ratio and coherence of 2 variables.

168
00:33:59.000 --> 00:34:06.000
The 2 fingers show the career relationship, academic achievement and positive and predicted father's income.

169
00:34:06.000 --> 00:34:10.000
It's negative.

170
00:34:10.000 --> 00:34:25.000
This the leadership These figures show the next next relationship between the university competition rate and the coefficient for co questions or for women?

171
00:34:25.000 --> 00:34:36.000
Global radiation is not Korea. But

172
00:34:36.000 --> 00:34:46.000
If we focus on the younger cohort we can find the relationship predicted in the high processes.

173
00:34:46.000 --> 00:34:56.000
Why? Relationship between the competition and the 2 effects is opposite. In the younger court for a man.

174
00:34:56.000 --> 00:35:17.000
The figure show that, gives a hint for the understand this reason why. In the younger cohort, women and women's enrollment to university in Greece rapidly

175
00:35:17.000 --> 00:35:36.000
Extend to even in order code process to the Women's University for Junior Courage. But in the younger cohort, many ignorant women have entered co-edited university.

176
00:35:36.000 --> 00:35:48.000
This change made man difficult to enter university with high academic ability. This is the reason why man's trend was open to the hypothesis.

177
00:35:48.000 --> 00:35:59.000
Okay, next summary and discussion The compassion and structure of entry to higher education influences the effect of the income.

178
00:35:59.000 --> 00:36:04.000
I achievement on educational attainment.

179
00:36:04.000 --> 00:36:18.000
Who are men? For women as in high pesticides, the junior courage competition affected the the effect of academic performance and father's income.

180
00:36:18.000 --> 00:36:32.000
As predicted in the hypotheses. Competing for the courage at college conditions effects of academic achievement and father's income in all the male courts.

181
00:36:32.000 --> 00:36:48.000
And young and female court. But I the strength of the compression to the courage and the diversity increased the future academic achievement on educational attainment increased.

182
00:36:48.000 --> 00:36:58.000
While the effect of that income decreased. For a younger male cohort, however the relationship was opposite.

183
00:36:58.000 --> 00:37:13.000
Why did this high hypothesis the contrary trend emerged One possible exploration was the structure of the condition between the man and the woman who had four-year courage and university admission.

184
00:37:13.000 --> 00:37:35.000
May have been brought about this change. Looking at changes in courage. Enrollment rates. We see the courage environment rate of women had increased rapidly since in the mid 19 eighties.

185
00:37:35.000 --> 00:37:49.000
A shift from a junior courage to four-year colleges and universities had occurred. Had to occur. Academically superior women began to enroll in education.

186
00:37:49.000 --> 00:38:03.000
Cool education for year courage and the university. This meant that also needed better academic ability. Done before in order to enter for year encouraging universities.

187
00:38:03.000 --> 00:38:15.000
Other result, the importance of men's academic ability for 4 year courage and inversa admission increased in in this field.

188
00:38:15.000 --> 00:38:22.000
Agroge bit. Thank you for listening.

189
00:38:22.000 --> 00:38:37.000
Okay, so thank you everyone. From the Oh, short clarification for your for his presentations. Do you have any short questions?

190
00:38:37.000 --> 00:38:41.000
Do you have any short question?

191
00:38:41.000 --> 00:38:53.000
If not, so I'd like to move next speaker.

192
00:38:53.000 --> 00:39:21.000
Yeah, his title is, challenging on the conformity to the dominant education system.

193
00:39:21.000 --> 00:39:33.000
Sorry. Good morning. My name is Masayu Ki Fujina from Canto, Galquine University at Yokarma in Japan.

194
00:39:33.000 --> 00:39:43.000
So this is my first presentation at our international conference and in English. So it's a great pleasure to present my research.

195
00:39:43.000 --> 00:39:50.000
So to date my title is Challenging and conformity to the dominant education system. Okay study a case of alternative education movements in Japan.

196
00:39:50.000 --> 00:40:10.000
So my presentation aims to discuss why the relationship between alternative education and dominant education systems such as nail rebeler education system is ambiguous.

197
00:40:10.000 --> 00:40:20.000
So. Okay. This is the outline. First, I'd like to tell you about the backgrounds and all my research and previous research.

198
00:40:20.000 --> 00:40:42.000
Next are be described alternative education in Japan. DEM I'll show you my research my research question, research methods and main findings.

199
00:40:42.000 --> 00:40:56.000
So on the finer I do like to consider the ambiguity the ambiguous relationship between our dataification and the nail barrel education system.

200
00:40:56.000 --> 00:41:23.000
Okay, let's move on to backgrounds. So we know that the nail rebuilder paradigm has influenced the education our system will lower it so nail rebel has led to emphasizing standardized human capture, managing schools through competition and accountability for achievements.

201
00:41:23.000 --> 00:41:37.000
Or in such a political situation. Mainstream schooling mainstream schools have tended to be competitive and exclusive.

202
00:41:37.000 --> 00:41:48.000
Sam Tudor and youths have been suppressed in and excluded from mainstream schools.

203
00:41:48.000 --> 00:42:04.000
DEM, so, alternative education has been regarded as responding to the exclusive, excluded children and use.

204
00:42:04.000 --> 00:42:18.000
So previous research. Has shown different results. So regarding the relationship between all child education and the annual education system.

205
00:42:18.000 --> 00:42:47.000
So some students, some studies, some studies have shown alternative education challenging the education system. So they have empirically found that their alternative practices empower children and use with no or authoritarian atmosphere and safe space.

206
00:42:47.000 --> 00:43:10.000
So, and these studies have considered the alternative educational philosophy challenging the dominant notion of education. On the other hand, other studies have shown have revealed alternative education supporting the Nairobi education system.

207
00:43:10.000 --> 00:43:24.000
They emphatically have shown that alternative education operates as a destination of exclusion. Or disadvantage to students who are mentoring schooling.

208
00:43:24.000 --> 00:43:37.000
So J. Harp argues that such practices make individualized or social problems such as social exclusion. So why?

209
00:43:37.000 --> 00:43:46.000
Does this ambiguity arise? So I'd like to consider the MBE.

210
00:43:46.000 --> 00:44:00.000
Okay, I'm going to or focus on the Japanese case. Neo Ribella Liz has influenced the Japanese education system in the same way as other countries.

211
00:44:00.000 --> 00:44:13.000
Algerative education in Japan are regarded as a safety net. For excluded children and autistic learning community.

212
00:44:13.000 --> 00:44:30.000
Since, 2,016, the Japanese government has or legally recognized alternative education as components to teaching no attendance students.

213
00:44:30.000 --> 00:44:42.000
But that the garment doesn't estimate alternative schools at school. So it's just a complement.

214
00:44:42.000 --> 00:44:52.000
I think, it's a complicated matters. That some students grassroots activism has pointed out Japanese mainstream schooling programs.

215
00:44:52.000 --> 00:45:10.000
It's like it's like social movements. So and these movements, sorry, these movements have developed alternative education in Japan.

216
00:45:10.000 --> 00:45:21.000
So, Japanese alternative education on the one hand is regarded as separating the education system as a complement.

217
00:45:21.000 --> 00:45:36.000
On the other hand, is regarded I also at challenging the education system pointing out the problem. Like social movements.

218
00:45:36.000 --> 00:45:42.000
Okay, I'd like to move on my research.

219
00:45:42.000 --> 00:46:02.000
They are the objectives of my research. First. Going to examine how alternative educators such as practitioners, administrates and other adherence.

220
00:46:02.000 --> 00:46:27.000
Alternative educators recall how alternative educators recognize their alternative education and mainstream education. Today I will consider the ambiguity of challenging and supporting relationship with dominant education system.

221
00:46:27.000 --> 00:46:39.000
They're used for this study or were collected through fieldwork. In a local network and forum of alternative education from June, 2,012 to February, 2,017.

222
00:46:39.000 --> 00:46:50.000
This photograph are taken at the forum.

223
00:46:50.000 --> 00:47:02.000
This network and the organizer of this forum consisted of members of alternative education in Kansal region.

224
00:47:02.000 --> 00:47:11.000
Our region is the marker here on the map. So which is the second largest region in Japan.

225
00:47:11.000 --> 00:47:34.000
In the field work I conducted in dips interviews with 23 members. It consists, it consists of staff, representatives, parents, tudor, not graduates and other adherence of alternative schools.

226
00:47:34.000 --> 00:47:44.000
This interviews were conducted one to one and the first 2 phase.

227
00:47:44.000 --> 00:47:58.000
Are show you Suri measure findings. First. What alternative educators consider to be the problem of mainstream scoring

228
00:47:58.000 --> 00:48:16.000
The 4 ZM the mainstream education program is no opportunity. To give their own opinion. So interview with referred to the previous experience in management schooling.

229
00:48:16.000 --> 00:48:35.000
Especially uncomfortable and difficult experience in mainstream schooling. So to point out ZEM programs. Yeah, first of them described the program as various aspects of scoring is already decided.

230
00:48:35.000 --> 00:48:52.000
So in other words, they pointed to the inability of the individual to express his or her own opinions.

231
00:48:52.000 --> 00:49:07.000
Or these are examples. Of W that first one She is a headteacher of Alternative School.

232
00:49:07.000 --> 00:49:22.000
She had been a teacher at mainstream elementary school. So she offered that the mainstream school had a strict school rules.

233
00:49:22.000 --> 00:49:27.000
And her discomfort with them.

234
00:49:27.000 --> 00:49:47.000
And the next example is by representative of our free school. It about how she and her son had complained about his horror son's breed experience in the mainstream school.

235
00:49:47.000 --> 00:50:02.000
But the mainstream schools teacher had rejected their complaint. So here we can see that their voice is not received by mainstream schooling.

236
00:50:02.000 --> 00:50:13.000
Second, why, sorry, what they see as their alternative education. So they regarded what they are doing.

237
00:50:13.000 --> 00:50:30.000
As doing by themselves. So interview Weighs described their doing as making and participating in their education and connecting with each other.

238
00:50:30.000 --> 00:50:41.000
This is our example of The accounts of interview week. Our interview with. He is our staff of an alternative school.

239
00:50:41.000 --> 00:50:52.000
It shows his opinion that Ebra should be able to make a press for his or her education or her running so

240
00:50:52.000 --> 00:51:10.000
Okay, last findings. Why do they do alternative education? In other words, what is their motivation? So it because for them alternative education is the right to express their beauty, their opinion.

241
00:51:10.000 --> 00:51:34.000
So the motivation was warranted by pointing out the risk of loss of thinking in commercial education and some of the participants emphasized the importance of creating opportunity to say it's wrong if you think.

242
00:51:34.000 --> 00:51:45.000
And these examples show participants much motivation to do alternative education.

243
00:51:45.000 --> 00:52:11.000
They toured that, wanted, they wanted every child to sing for them service. To be able to be able to say no when they need to eat and they want to make a democratic society through doing alternative education.

244
00:52:11.000 --> 00:52:26.000
Okay, in summary. Alternative educators emphasized on the importance of thinking and doing by the service.

245
00:52:26.000 --> 00:52:41.000
So in my presentation, doing my doing by the service is our main keyword so for them so so to conclude this motivation.

246
00:52:41.000 --> 00:52:55.000
Doing by themselves might lead to the ambiguity. So in the relationship between alternative education and now remember our education system.

247
00:52:55.000 --> 00:53:11.000
So I think on the one hand, doing alternatives Oh, sorry, doing the service. Is presenting objections to mainstream schools.

248
00:53:11.000 --> 00:53:15.000
From the margins.

249
00:53:15.000 --> 00:53:27.000
But on the other hand, doing themselves, Bolantari is also a useful coastal cutting tool for the nearer education system.

250
00:53:27.000 --> 00:53:31.000
So I think it's the motivation might lead to this ambiguity. So that's all for my presentation.

251
00:53:31.000 --> 00:53:46.000
Thanks for listening. Where's let me know we can need for that information. Thank you.

252
00:53:46.000 --> 00:53:55.000
Thank you for bringing. Well, we have to start trying to. Very good.

253
00:53:55.000 --> 00:54:00.000
For.

254
00:54:00.000 --> 00:54:11.000
Might explain more Do you want me to make sure that, registration system will be related to Egyptian system.

255
00:54:11.000 --> 00:54:21.000
Quick part. Existence of all people. Oh, I think it's it's unprivileged.

256
00:54:21.000 --> 00:54:36.000
So maybe at whole, so-so-so and the Alberta education and at to nearer, neo-liberalism relationship is or amenities that caused by this.

257
00:54:36.000 --> 00:54:44.000
I think so. Okay.

258
00:54:44.000 --> 00:54:57.000
So Let's move on to the next speaker, Professor.

259
00:54:57.000 --> 00:55:07.000
Thank you. So his title is The Politics of Linguists to Real Relativity in Japanese English Education.

260
00:55:07.000 --> 00:55:15.000
Please welcome. Thank you for, Izilla. In my title, You might talk about realistic activity.

261
00:55:15.000 --> 00:55:29.000
This was meaning that languages can influence the ways we think or our cultures or other kind of. Things.

262
00:55:29.000 --> 00:55:45.000
Related to our life. So, in Japan's educational context, English has always been seen not as a transparent to communism, but that is something that includes people's ways of thinking.

263
00:55:45.000 --> 00:56:08.000
So, today I would like to Trust the history of English education in Japan and you can investigate how such connection between language and so has been used in maybe And finally, we would like to see the dynamics of the chapter social system behind them.

264
00:56:08.000 --> 00:56:16.000
Okay, these are the content today. In the main, the major year started with India.

265
00:56:16.000 --> 00:56:29.000
Oh, at that time, English was regarded as a symbol of Western culture. At that time, English education was based on Grandma and Translation, which are also very popular way.

266
00:56:29.000 --> 00:56:42.000
European countries. However, a wave of collocial speak-century pimistic Muslim was in Europe and it was related to the nationalism and culture.

267
00:56:42.000 --> 00:56:45.000
Oh, I'm sorry.

268
00:56:45.000 --> 00:57:06.000
Means, Kazakhstoshi Reader studied in Germany. Right, devoted him, study such trends in Germany and later devoted himself to the establishment of the National Party of Japan saying the Japanese language is a stranger drop in Japanese people.

269
00:57:06.000 --> 00:57:19.000
10 years later, English scholar Yosebro Pakura also studied in the United Kingdom and Germany and introduced street-centric picking network in this education in Japan.

270
00:57:19.000 --> 00:57:32.000
However, Pocaust stands toward strengthenship English education but I'm here. Later, Hukapura also wrote that, Oh.

271
00:57:32.000 --> 00:57:43.000
I have here in the practical value of any English is that we can absorb variety of knowledge.

272
00:57:43.000 --> 00:58:06.000
Screen. No, variety of knowledge I'm feeling through English. In the other world, in other words, it is to scoop up fresh Western trends of thought, deliver them to our fellow Japanese people and cultivate a kind of How our source through the collaboration between the 2.

273
00:58:06.000 --> 00:58:22.000
Here the 2 refers to English culture and Japanese sculpture. Okakar also wrote, there is no doubt that The Prakaw Valley of English resides in reading training, not speaking, but reading.

274
00:58:22.000 --> 00:58:28.000
Or Kakuras, I'm never in touch to was also singing his relationship with Howard Palm.

275
00:58:28.000 --> 00:58:37.000
Who introduced the oral method. A kind of direct method. In Japan in the The direct missile. It's very famous for such as the Beritz method.

276
00:58:37.000 --> 00:58:56.000
And it doesn't like use the runners native tongue or transformation but only the current language. Hammer didn't get along with Sokakura and changed his policies right.

277
00:58:56.000 --> 00:59:06.000
Why was Oakakura so cautious about spacecentric approach, including direct methods? Why did he choose reading?

278
00:59:06.000 --> 00:59:22.000
For Japan in the late nineteenth and early twentieth centuries the direct method worked as a means for assimilating native people in Taiwan, Korea and Manchuria to the Japanese Empire.

279
00:59:22.000 --> 00:59:45.000
In the Prevost. For many English teachers in Japan. English and other European languages were in Not only the indispensable media for civilization, but also overwhelming power that might flow up the Japanese language and her culture.

280
00:59:45.000 --> 00:59:55.000
For Kaputa and others, the direct method might have meant distraction. What is definitely? And second, a postal year.

281
00:59:55.000 --> 01:00:10.000
The first draft of the curriculum guidelines by the educational ministry was published in 1,947 and it described the purpose of English education as follows.

282
01:00:10.000 --> 01:00:25.000
It was to It is to build a custom of thinking in English. Is to let our mind work like native English speakers and it is to know about people who speak English.

283
01:00:25.000 --> 01:00:37.000
Especially their customs and ways of reading. It's Azzy, Japan became colony again.

284
01:00:37.000 --> 01:00:49.000
Japan was colonized again by the United States. And the most popular English textbook at that time was New Yakambedi, which is used at the majority of any junior high schools.

285
01:00:49.000 --> 01:01:11.000
I'm reading all the English, the Japanese students with the American ways of life. I don't that time, English was elective and people were discussing whether to make English compulsory at school and introduce it in the high school in trans examination.

286
01:01:11.000 --> 01:01:41.000
To each cattle of Hamas. Japanese critic and author are you against Tran. The proponents said English education has some high level spiritual aspects and it can teach Rational ways of thinking or international perspective and then the can make students know the world of others.

287
01:01:43.000 --> 01:02:04.000
Against that. Atto argued. If we are to train rational thinking, why not let them study geometry rather than talking about when Jack wakes up.

288
01:02:04.000 --> 01:02:13.000
During the war, I couldn't believe the theory that the Japanese language was a mysterious language has a mysterious power.

289
01:02:13.000 --> 01:02:27.000
No after the war, can I readily believe? The theory that English has a mysterious power. What cattle criticized as the mysterious power of English was the very idea of Okakura and others had had.

290
01:02:27.000 --> 01:02:42.000
Regarding English education. After the World War II, the mysterious power was still up. But gradually changed into the international world of international understanding.

291
01:02:42.000 --> 01:02:51.000
It was introduced to the curriculum guidelines in 1,969. This is an international understanding dramatically changed.

292
01:02:51.000 --> 01:03:02.000
And we wish education in Japan. The context and the contents of English textbooks began to expand from the US or UK like Jack and but Betty.

293
01:03:02.000 --> 01:03:21.000
To many regions and people. Around the world, including non English speaking countries. Since then, English education in Japan has been aiming at understanding various curvatures through only one language.

294
01:03:21.000 --> 01:03:37.000
Then at the end of the century, the Critium Guardian also included a new part. That is, that was to foster an attitude to actively communicate in foreign language.

295
01:03:37.000 --> 01:03:54.000
This, this active participation in communication. Mmm, seems somewhat strange but but it came from government's neoliberalistic policy.

296
01:03:54.000 --> 01:04:12.000
It was to let people compete in global capitalist market. We got help from communities or organizations. This time, again, English was thought to have a new mysterious power of making interverted Japanese people extra about it.

297
01:04:12.000 --> 01:04:22.000
Friendly enough. And finally, in the new century, English was finally made compulsory for fifths and sixth graders.

298
01:04:22.000 --> 01:04:37.000
And now it starts from third and fourth grade. Introduction with English education to elementary school started with a focus on international understanding.

299
01:04:37.000 --> 01:04:55.000
But, ended up being a training course for English skills. Uiti Tomita, Compared this SIFT to a rain, According to Domit, there are 2 contrasting opinions among supporters of English education in elementary school.

300
01:04:55.000 --> 01:05:08.000
One was multilingual on March culture principal and the other was neoliberal, global competition. At first, a majority supported the former.

301
01:05:08.000 --> 01:05:25.000
But once English education was established in elementary school, the latter gained power. They used multi-wingo on Multi-culture Principal as a rain shutter and when it stopped rain They abandoned the cylinder.

302
01:05:25.000 --> 01:05:42.000
To summarize in educational policies and debates in Japan, English has been regarded as an example of Western culture on the bring of international understanding or even the psychological remedy for timid.

303
01:05:42.000 --> 01:05:57.000
Humidity or science. Around the end of the millennium, however, English changed it out through Outlook with same way more transparent and exchangeable features as an international one.

304
01:05:57.000 --> 01:06:11.000
That the English sees to deliver special messages of its own. Emanuel was in the notion of European universalism gives us an insight into this transformation.

305
01:06:11.000 --> 01:06:21.000
What are the argue that our world has been powered by us? By the modern world system. Which the center exploits the periphery.

306
01:06:21.000 --> 01:06:35.000
This exploit this has been legitimate, legitimatized. Sorry, by a series of rhetoric, which was a thing called, the European universities.

307
01:06:35.000 --> 01:06:55.000
There were 3 main varieties of the disappearance. The first is the argument that the policies pursued by the leaders pursued by the leaders of the European Union that the policies pursued by the leaders of the European world are in defense of human rights and in Fatherance of something called democracy.

308
01:06:55.000 --> 01:07:04.000
The second comes in the jungle, the crash of civilization. And then the fart is the setting of the scientific truth.

309
01:07:04.000 --> 01:07:16.000
Of the market. The concept of that there is no alternative for governments but to accept and act on the laws of new liberal economies.

310
01:07:16.000 --> 01:07:23.000
The first one is called, or a thing called the Fast One. Universal Varies Against Barbarism.

311
01:07:23.000 --> 01:07:46.000
And second. One is a very famous orientalism. And the third one was scientific universities. The concept of a science that was outside literature presented universalism as ideologically neutral as I'm concerned with culture.

312
01:07:46.000 --> 01:07:58.000
So, let's apply Laura Steen's perspective to English education in Japan. The universal values against barbarism overlaps with the early major year.

313
01:07:58.000 --> 01:08:11.000
However, soon the Japanese society have solved Western knowledge and began to stand against it. Hockey doesn't know soon about the correlation between the 2.

314
01:08:11.000 --> 01:08:23.000
Depicts a kind of orientalism. Same from the other side. What a thing, vote will be as we must name for for us in vote.

315
01:08:23.000 --> 01:08:33.000
With the aid of the Western world, oriental. Civilizations might break through the limits that their own civilizations has pressed.

316
01:08:33.000 --> 01:08:51.000
On their culture possibilities. A postwar policy for international understanding can be regarded as the transition. In, after that, Angry successfully occupied the position of the Japan language of science.

317
01:08:51.000 --> 01:09:02.000
So English has become the language of science whereas the second foreign languages such as Germany and French are humanities, not science.

318
01:09:02.000 --> 01:09:14.000
And to conclude looking beyond European universities, including scientific universalism, wasstein argued that we need a universal universalism.

319
01:09:14.000 --> 01:09:31.000
Where science and humanities are really unified. A universally worth in road. A universal universalism refuses essentialist characterizations of social reality.

320
01:09:31.000 --> 01:09:42.000
The story size is both universal under particular reunifies the so called scientific and humanistic into a single that epistemology.

321
01:09:42.000 --> 01:09:56.000
And permits us to look with a highly quinkle and quite skeptical way I at all justifications for intervention by the powerful against the weak.

322
01:09:56.000 --> 01:10:16.000
If universal anniversary is to come. English must be reunified with humanities and culture. It is not predictable whether English will be still playing an important part with universal universalism but the station around English.

323
01:10:16.000 --> 01:10:25.000
To be completely different from the Arab today's dominance of English in the modern world system. Thank you very much.

324
01:10:25.000 --> 01:10:40.000
I'm sorry, today I'm not trying and I like to leave decision first. I'm very sorry about that, but I like you to give me a comment through the web comment posting for.

325
01:10:40.000 --> 01:11:04.000
And actually I like to ask you back some questions to the floor. I like to know what are the situation situations in other countries.

326
01:11:04.000 --> 01:11:20.000
I, if that is your government, attributes some culture implications to the English education or is English education just means to compete in the global capitalist market.

327
01:11:20.000 --> 01:11:30.000
Or is there any controversy going on in your country about those situations? I get him home. You can inform me about these things.

328
01:11:30.000 --> 01:11:46.000
It's very appreciative. Thank you very much.

329
01:11:46.000 --> 01:12:04.000
So, here. Oh, just for a hard presentation. Oh yeah, as he mentioned, he will, yeah, as he mentioned, he will leave soon.

330
01:12:04.000 --> 01:12:10.000
So if we have any question or comment, so if we have any question or comment, soon, please, welcome now.

331
01:12:10.000 --> 01:12:18.000
You have any? Yes, yes. I just want to make a quick comment on that. So I guess because you asked about situation in other countries other places.

332
01:12:18.000 --> 01:12:25.000
So I just want to let you know so in Hong Kong I think it's very different because we are a colony.

333
01:12:25.000 --> 01:12:36.000
So we do know heavily influence by this language, English culture. While in in mainland China, so they also emphasized on English education nowadays.

334
01:12:36.000 --> 01:12:43.000
But it is more as what you said for the globalization for gaining the economic power as well as the kind of communication with the world.

335
01:12:43.000 --> 01:13:08.000
So I guess, yeah, it is very meaningful. I mean, the outer histories. So China also doing this type of research, finding out from when we want to learn from Western society when we want to learn English and also nowadays how we emphasize on this international language in order to complete in the global market.

336
01:13:08.000 --> 01:13:35.000
Yeah, I just want to emphasize that I think it's very similar to Japan thinking that we are east versus west so we want to get into the international yes year so yeah so very interesting I think because from a very historical approach yeah yeah so very interesting I think because from a very historical approach.

337
01:13:35.000 --> 01:13:52.000
Yeah. Yes, I think it is very important for us to think about East Asian education. in, yeah, current,ization and in English learning and in the global developing world.

338
01:13:52.000 --> 01:13:59.000
Yes, thank you very much. And do you have any short comment? Okay, let's move on to the next.

339
01:13:59.000 --> 01:14:12.000
Take care. So Marty O'brien. Yes, I'm just gonna get out.

340
01:14:12.000 --> 01:14:14.000
Good morning.

341
01:14:14.000 --> 01:14:18.000
Yes. Hi. Hello.

342
01:14:18.000 --> 01:14:23.000
Hello. Alright, I'm supposed to share my screen. I'm, Josiah and O'brien.

343
01:14:23.000 --> 01:14:26.000
Yes.

344
01:14:26.000 --> 01:14:27.000
Alright.

345
01:14:27.000 --> 01:14:31.000
I'm in France. And, I'll try to share my screen.

346
01:14:31.000 --> 01:14:32.000
Yes.

347
01:14:32.000 --> 01:14:36.000
Hello. Can you see it?

348
01:14:36.000 --> 01:14:38.000
Yes, it's okay.

349
01:14:38.000 --> 01:14:40.000
Alright.

350
01:14:40.000 --> 01:14:43.000
Right, please.

351
01:14:43.000 --> 01:15:12.000
Alright, well thank you very much for I think invited me to present this, paper in, in this session and continuing the discussion that was started, already with, Professor Ko and, And I'm particularly pleased to follow Professor Organo and his, presentation of

352
01:15:12.000 --> 01:15:18.000
the English domination of the English language in Japan. And, I'm going to talk about.

353
01:15:18.000 --> 01:15:29.000
Management education and the MBA program in particular. And how it has developed in India.

354
01:15:29.000 --> 01:15:43.000
More specifically oh, because of the short time out, explain the global context of how I came to study this question.

355
01:15:43.000 --> 01:16:00.000
And, proposed interpretation with the French sociologist, trying to provide an explanation of the domination of the language of management.

356
01:16:00.000 --> 01:16:13.000
So my, the question came to me, through a professional activity in organizing MBA training programs for Indian managers.

357
01:16:13.000 --> 01:16:24.000
And, wondering what kind of learning those Indian managers were getting from American Model MD program.

358
01:16:24.000 --> 01:16:33.000
So I, visited, MBA engineer MDA Minted. Individuals.

359
01:16:33.000 --> 01:16:42.000
Doing in India and as them On the job, what is it they had gained from their MBA education?

360
01:16:42.000 --> 01:16:57.000
I also ask, professors and specialists of management education in India. About their perception, vision and.

361
01:16:57.000 --> 01:16:58.000
The

362
01:16:58.000 --> 01:17:06.000
About management education in India. So. Interestingly, and In a way, it's a little bit like what was described in Japan.

363
01:17:06.000 --> 01:17:36.000
The management education came to India. With and with the British colonialism. As they and wanted to train Indian people to think like British people and act as their relay to govern the Indian empire and That's how English language started being developed in India.

364
01:17:38.000 --> 01:17:49.000
So the first history which could take another, you know, 2 h of presentation is about British, the impact of British colonialism on education in general.

365
01:17:49.000 --> 01:18:09.000
On the English language spread. Then, management education has developed around the world. In the post colonial movement Basically, with independence in the colonies.

366
01:18:09.000 --> 01:18:24.000
The American model of management education came in as the American companies were expanding their activities. And they wanted to make sure that we knew how to do business with them.

367
01:18:24.000 --> 01:18:38.000
And so in Europe. And in India, they started promoting management education. The trained professors, they help them set up programs.

368
01:18:38.000 --> 01:18:53.000
Because education for America has always been a power of influence. Lyndon Johnson said we know today that ideas, not armaments will shape Our last prospect for peace.

369
01:18:53.000 --> 01:19:03.000
That the conduct of our US foreign policy will advance no faster than the curriculum of our classrooms. And so that's what's happening in India.

370
01:19:03.000 --> 01:19:17.000
And the third phase is. More recently in India, it's internationalization. And in the sense that India open its border to foreign investment.

371
01:19:17.000 --> 01:19:31.000
In in 1991 with some regulation since it is a socialist republic. But this is when the training for a globalized perspective and international management came in.

372
01:19:31.000 --> 01:19:44.000
And where we had. About you know 50 MBA programs in the 19 eighties. We today have about 6,000 NBA training programs in India.

373
01:19:44.000 --> 01:20:05.000
So the fourth phase of management education in India is in question. Bye. Focus is how India created an elite network of management education with the American supports.

374
01:20:05.000 --> 01:20:14.000
And the most known network of management education in India are the Indian Institutes of Management, the Iim's.

375
01:20:14.000 --> 01:20:22.000
And they were created in the 19 sixties as you can see. With the help of UCLA.

376
01:20:22.000 --> 01:20:31.000
And, And actually it's Robin's, who, It wrote the blue blueprint a document for creating management school in India.

377
01:20:31.000 --> 01:20:47.000
It's very close to what Professor orcano described about Japan and the domination of American in India.

378
01:20:47.000 --> 01:21:06.000
So. I also, what I found in looking at the history is that from the start there was the American, collaboration or in position with a call for an Indian perspective on management education.

379
01:21:06.000 --> 01:21:18.000
And again, the same way with Professor Masayaki who talked about the challenge of the neoliberal with the local influence of in Japanese model.

380
01:21:18.000 --> 01:21:37.000
We have I found the same issue paradox. Tension in India which are developed as in my result. I quote the Missouri meeting because it was a very important meeting in 1,963.

381
01:21:37.000 --> 01:21:49.000
By Indian with the American to really define an Indian style an Indian based management education system with content, knowledge creation.

382
01:21:49.000 --> 01:22:06.000
But at the end, what they could, implement has been an Indian. Program name which instead of calling the MBA program they called the postgraduate programming management.

383
01:22:06.000 --> 01:22:22.000
And the influence of American education has been. Increased. However, they could create in, Indian, educational, agency.

384
01:22:22.000 --> 01:22:27.000
To oversee the development of management education. However, under the pressure of the American vision of private institution.

385
01:22:27.000 --> 01:22:46.000
The, were placed under the Technical Education Act. Which means they were outside the reach of the Ministry of Education, the Human Resource Development.

386
01:22:46.000 --> 01:22:59.000
So there's from the start a structural separation from state control. As and from the university public system and this elite network of School of Management.

387
01:22:59.000 --> 01:23:13.000
So, since the 1991. The states university today are developing more management education programs such as NBA and Master of Science.

388
01:23:13.000 --> 01:23:26.000
Specialize in management and business. The international accreditation. Inensification. As you may all be aware, they are a specific equity in business schools.

389
01:23:26.000 --> 01:23:36.000
One comes from the ACSB, the Association to the Advanced College. School of Business and the Association of Master of Business Administration.

390
01:23:36.000 --> 01:23:52.000
So today, 50 Indian schools have one or 2 of those accreditations. The European have developed their own accreditation and it's slowly as a counterpower and it's slowly moving there as well.

391
01:23:52.000 --> 01:24:03.000
But another, happening is, where the Indian had their own specific entrance test to university and to the business schools.

392
01:24:03.000 --> 01:24:13.000
Now they are moving to the American Gmat entry exam. And again, this issue of entrance to the university was mentioned by the previous presenter in this issue.

393
01:24:13.000 --> 01:24:30.000
So we can see how global this question of. Selection at the entrance of our university system and in my case in the business school is crucial and brings in globalization and a global partnership and global perspective.

394
01:24:30.000 --> 01:24:43.000
Also, India is increasing its partnership and again with 6,000 programs there are only 25 maybe 30 of those MBA programs that are really serious.

395
01:24:43.000 --> 01:24:44.000
The

396
01:24:44.000 --> 01:24:58.000
So I, carried my, My study was ethanol methodology and I carried into view with engineered Indian engineers who had completed an MBA programs.

397
01:24:58.000 --> 01:25:08.000
And I also completed some interviews with experts on educations. I will, focus on the findings.

398
01:25:08.000 --> 01:25:16.000
And, move on to the board using a framework to make sense of the finding. Experts.

399
01:25:16.000 --> 01:25:24.000
One of the quote from the expert is America is very disturbed. The Murdell of empty education.

400
01:25:24.000 --> 01:25:32.000
With the American model has been questioned since the 19 eighties about its relevance and its universalism.

401
01:25:32.000 --> 01:25:45.000
So in India, half of my professors, experts, researchers. When I carry those interviews in 2016 we're hoping for a developing an Indians management.

402
01:25:45.000 --> 01:25:56.000
Style of program. In India, there is a different issues that you can see on this. Slide.

403
01:25:56.000 --> 01:26:08.000
And, I'll, show this particular slide here where a general manager from a Hily ranked, business school.

404
01:26:08.000 --> 01:26:26.000
Proposed in his allocation. The specificity for an Indian. Model of management education. Where it highlights the multiple multicultural country of India, the diversity in language.

405
01:26:26.000 --> 01:26:40.000
How India has a strong public sector influence in fact the national gross product of India relies for 30% on public sector.

406
01:26:40.000 --> 01:26:53.000
Also the Indian companies have a DNA of responsible capitalism which we call today you know social responsibility they are very linked to their community and they participate to community life and developments.

407
01:26:53.000 --> 01:27:11.000
So the socialcially responsible management education Indian model would develop close linkage management education Indian model would develop close linkage between business schools and corporate organizations.

408
01:27:11.000 --> 01:27:26.000
Within, internationalization. And the corporation. Now interestingly enough this general manager was later no longer Ask to continue in his position.

409
01:27:26.000 --> 01:27:39.000
In a school that was really supporting American Model of Management. The respondent, who had gone through an MBA program.

410
01:27:39.000 --> 01:27:49.000
Told me that one of the major learning after, 2 year full time program was to learn a language they called the MBS peak.

411
01:27:49.000 --> 01:28:03.000
That ME speak which I call the manager your language of management. Brings them distinctiveness. Then recognize each others as being MBA minted just by the way they talk.

412
01:28:03.000 --> 01:28:12.000
They said the best gain from MBA is language. We speak the same frequency with consultants who all have an NBA program.

413
01:28:12.000 --> 01:28:22.000
MBA brings a broad perspective of broader vision. Of the. Neoliberal economic model as it was mentioned before me.

414
01:28:22.000 --> 01:28:32.000
Those who know yes, this is an MBA. I know they know finance and legal issue. Understanding is faster with another NBA.

415
01:28:32.000 --> 01:28:46.000
How, in India, there. They felt pressures from MBE implicit teaching as one of our speaker told their language and thoughts are linked.

416
01:28:46.000 --> 01:28:55.000
So speaking the managerial language is not innocent and is not neutral. So the issue is We are raised in the way.

417
01:28:55.000 --> 01:29:08.000
How can I apply? Learning about innovation in America that I cannot apply in India. And there are many Indian innovation too that were not highlighted during the curses.

418
01:29:08.000 --> 01:29:27.000
Why do we need it to export? When we cannot provide electricity to the world country because the underlying, implicit, rules of the, management in the American ways being efficient.

419
01:29:27.000 --> 01:29:38.000
Being expensive, developing a getting more and more money and it's drives on competition and now on collaboration.

420
01:29:38.000 --> 01:29:55.000
So when dealing with the public sector in India, which was the case for me, there was this tension between public sector and the competition that is require you to have a nicely application of the Western American based MBA model.

421
01:29:55.000 --> 01:30:11.000
So. The finding so there is an Americanized educational content in the Indian management education. And a particular strong societal effect of the MDA degree which I will develop in the next slide.

422
01:30:11.000 --> 01:30:28.000
And because it has a high Marriage Capital in India. And at the same time, since the nineteenth since 1,947 and 1,960 with the development of There are still aspiration to more Hindu value based teachings.

423
01:30:28.000 --> 01:30:34.000
So what people would use says, that

424
01:30:34.000 --> 01:30:46.000
Management using the idea of the field of management education for and the capital. Apply in the field, explain the practice.

425
01:30:46.000 --> 01:30:58.000
So the practice of management in India. And touches all those 3 elements is concretized by the 3 elements of Abituse capital in field.

426
01:30:58.000 --> 01:31:03.000
For Bordeaux, the field is a structural social space, a field of force, a force field.

427
01:31:03.000 --> 01:31:20.000
It's a field of power and and opposition and we I see that in my findings where there is a site for American principle and Indian principle to be developing at the same time.

428
01:31:20.000 --> 01:31:29.000
The process of management education is the pedagogical work. Of enclocation through the process of curriculum.

429
01:31:29.000 --> 01:31:41.000
There is a enclocation of principle of a cultural, Yes.

430
01:31:41.000 --> 01:31:42.000
5 min, yes.

431
01:31:42.000 --> 01:31:50.000
Professor O'brien's story from the Metropolitan, so time it's coming so please stop no 15 min over it's over so please stop here.

432
01:31:50.000 --> 01:32:04.000
Oh, okay. So, I will just show the, The last few slides. So Mike, my argument is that the language of management is a vector of symbolic domination.

433
01:32:04.000 --> 01:32:14.000
In India through management education. There is a convergence of business school. To spread the global Noma and Nomose and doxile.

434
01:32:14.000 --> 01:32:25.000
The MBA type management education supports the reproduction of an economy quarter with assembly capital generated leading to a symbolic power and dominate.

435
01:32:25.000 --> 01:32:38.000
Sure with a distinctive professional language. And so. There is.

436
01:32:38.000 --> 01:32:39.000
Sorry, we don't have time to, create a presentation. Sorry.

437
01:32:39.000 --> 01:32:46.000
Particular point of management education which has a very high level of social impact. Thank you. Thank you very much.

438
01:32:46.000 --> 01:32:57.000
And so the question for the future of India education remains open with many more questions. Then answered as other speakers have explained.

439
01:32:57.000 --> 01:33:03.000
In their own, Japanese, area.

440
01:33:03.000 --> 01:33:04.000
Thank you very much.

441
01:33:04.000 --> 01:33:07.000
Yeah, thank you.

442
01:33:07.000 --> 01:33:13.000
So let's move on to the next quick presentation quickly.

443
01:33:13.000 --> 01:33:15.000
Let me get out of the stop sharing. There you go.

444
01:33:15.000 --> 01:33:36.000
Yeah, yes, Bronx.

445
01:33:36.000 --> 01:33:55.000
So next presentation is Professor of Okay. So, please keep 15 min. I believe it didn't.

446
01:33:55.000 --> 01:34:12.000
Oh dear chair and friends. I am going to present paper. About rethinking Gandhi's Ni Italian education system.

447
01:34:12.000 --> 01:34:42.000
In my I think not my particular but overall view What do you mean by education? Today we seen the world scenario so between 2 countries conflict within the country there may be there are some conflicts in men's thoughts man behaves so in my opinion when we can see the education problem.

448
01:34:44.000 --> 01:34:53.000
So I relate Mahatma Gandhi in this way. The Gandhi's way on education.

449
01:34:53.000 --> 01:35:06.000
So we have to rethink about the education. What we teach and what we I think given some we are given some thoughts to our students.

450
01:35:06.000 --> 01:35:15.000
So, Gandhi's Netherlands education system. Also as basic education educated for the comprehensive and holistic approach.

451
01:35:15.000 --> 01:35:38.000
To learning. It emphasized the integration of intellectual growth, practical skills and moral values. However, in today's rapidly evolving world it is crucial to re-evaluate and rethink the Natalie system of Niallin setting to answer its relevance and effectiveness.

452
01:35:38.000 --> 01:35:55.000
This has, paper explodes the fundamental principles of highlights its trends and limitations and proposes modification to Hey with contemporary needs.

453
01:35:55.000 --> 01:36:04.000
Of learners. Now this is Gandhi's Natalie education system was based on 3 core principles.

454
01:36:04.000 --> 01:36:14.000
Productive work, intellectual development and moral values. Productive work also known as craft aim to provide students with practical skills.

455
01:36:14.000 --> 01:36:29.000
That could empower them economically. Intellectual development emphasize academic knowledge. And critical thinking and problem solving abilities moral values focus on ethical principles.

456
01:36:29.000 --> 01:36:40.000
Character building and social responsibility. This principle emphasize experimental learning, interconnectedness of knowledge and dignity of labor.

457
01:36:40.000 --> 01:36:47.000
Standard and limitations of, Netherlands, the Netherlands system offers several Standons.

458
01:36:47.000 --> 01:37:00.000
That are still relevant today. By integrating productive work into education it foster the development of practical skills and sense of self-reliance.

459
01:37:00.000 --> 01:37:11.000
Among students, the approach was particularly beneficial for marginalized countries. As it provides opportunity for economic development more over the emphasis.

460
01:37:11.000 --> 01:37:19.000
On moral values and character buildings contributed to the holistic development of individuals. Nursturing responsibilities.

461
01:37:19.000 --> 01:37:31.000
Citizens see. Also had a limitations. One challenge was, yeah, it's a limited focus on academic knowledge.

462
01:37:31.000 --> 01:37:49.000
Which could potentially Ind students compete competitiveness in a highly specialized and technology driven world furthermore the systems lack flexibility flexibility to accommodate diverse learner needs.

463
01:37:49.000 --> 01:38:06.000
And evolving demands on the job market it also faced difficulties. Scaling up as it really heavily on personal attention and resources rethinking Natalie for the 20 first century.

464
01:38:06.000 --> 01:38:24.000
To answer the relevance and the effectiveness of Gandhi's Natalie education system in the 20 first century the following modification are proposed integrated and multi-disciplinary learning to address the interdisciplinary nature of contemporary challenges.

465
01:38:24.000 --> 01:38:43.000
Netherlands should add up an integrated multi disability approach. They should use You know, breaking down the disciplinary boundaries and integrating subjects such science, technology, engineering, arts and mathematics by promoting collaboration, critical thinking and creativity.

466
01:38:43.000 --> 01:38:59.000
This approach would prepare students to take complex real world problems. Digital literacy and technology integration in today's digital age it is essential to incompetent technology into the Natalm system.

467
01:38:59.000 --> 01:39:05.000
This includes teaching digital literacy.

468
01:39:05.000 --> 01:39:23.000
Promoting information. Literacy and leveraging educational technologies to enhance learning experiences. By integrating technology effectively, student can develop the necessary digital computation.

469
01:39:23.000 --> 01:39:33.000
Required, for the future success. Focus on soft skills. And, 20 first century, competencies.

470
01:39:33.000 --> 01:39:42.000
In addition to academic knowledge, Netherlands would plays significant emphasis on on developing a sensor soft skills.

471
01:39:42.000 --> 01:40:04.000
And 20 first century competencies these skills include communication, critical thinking, problem solving, collaboration, adaptability and creativity by fostering these games students can become well rounded individuals capable to thriving in rapidly changing world.

472
01:40:04.000 --> 01:40:18.000
Global awareness and cultural sensitivity with increasing global globalization and it interconnectness Netherlands or promote global awareness and cultural sensitivity.

473
01:40:18.000 --> 01:40:30.000
I think somebody told about these Japanese culture and something. This can be achieved in cooperating multicultural perspective, intellectual understanding and global issues.

474
01:40:30.000 --> 01:40:44.000
Into curriculum by nurturing global citizens This system can, prepare students to navigate diverse cultural context and contribute possibility to the global community.

475
01:40:44.000 --> 01:40:55.000
Environmental education sustainability. Nowadays we put on more emphasis on our environment. Day by day it is degraded environment I think.

476
01:40:55.000 --> 01:41:04.000
So environmental education and sustainability to address racing environmental challenges. Nathalie's should integrate environmental education and sustainability principles.

477
01:41:04.000 --> 01:41:22.000
This include promote eco-friendly practices. Raising awareness about the environmental issues and installing a sense of responsibility towards the Iranians.

478
01:41:22.000 --> 01:41:32.000
By, fostering ecological consciousness, student can become environmentally responsible citizens and contribute to sustainable development.

479
01:41:32.000 --> 01:41:45.000
So just the Hi, selling some views on Gandhi's and Gandhi always believed that You use I think, mine heart and hand.

480
01:41:45.000 --> 01:41:55.000
We should always include when we teach, I think, and when we, I think we expand our education system, we have to always think about these things.

481
01:41:55.000 --> 01:42:08.000
So, thank you so much. Thank you. That's it. Take your

482
01:42:08.000 --> 01:42:21.000
Yeah, thank you very much for, keeping time. And yeah, he's a handout is on the website and you can read you can read a complex website at Upperi.

483
01:42:21.000 --> 01:42:48.000
Yeah, I think this is a sort of, yes, sort of. Yeah, hunt out, to think about not only in the system but only not also Eastern Asia education system thank you very much They have any clarification or specs.

484
01:42:48.000 --> 01:42:59.000
They have, they have any short question. For him? No? So,

485
01:42:59.000 --> 01:43:11.000
Yes, right so now Okay. So, we have

486
01:43:11.000 --> 01:43:36.000
7 min for discussion about all presentations. Yeah, we can accept questions for each presentation. But yeah, or for some speakers, it is also welcome.

487
01:43:36.000 --> 01:43:48.000
Yeah, right. If you have any questions or comments, please, yes.

488
01:43:48.000 --> 01:44:18.000
So presented about the competition and those who have good income and their children's they achieved I think more in education so I think can you explain the what type of competition just this is just for the yeah yeah competition So if there is more competitions among these students, So relation between the income and competition, those who have good income, I think

489
01:44:28.000 --> 01:44:45.000
they achieve more and they competitive more. So can you understand?

490
01:44:45.000 --> 01:44:49.000
Okay.

491
01:44:49.000 --> 01:45:07.000
I think the compassion for the university is what I think Japan and China and, I think Japan and, China and, also Korea has, what I think Japan and, China and, also Korea has, competition for the university is what I think Japan and China and also Korea had for the university in the interest

492
01:45:07.000 --> 01:45:23.000
examination. Examination for the almost one day the day well or 2 days examination test test for the examination so it is very different from other countries, I think.

493
01:45:23.000 --> 01:45:37.000
So this is competitive. I got it, performance is very important. Go to past the examination.

494
01:45:37.000 --> 01:45:53.000
So. If it is not so competitive. The rich, rich family can I send their children to the university easy.

495
01:45:53.000 --> 01:46:15.000
Yeah. Take your Thank you. It's interesting you point to think about Asia education because yeah some countries have a entrance examination mainly held by a paper examination choose market for choice.

496
01:46:15.000 --> 01:46:36.000
So, and this is quite different from, for example, and, this is quite different from, for example, French or, so, and, this is quite different from, for example, French, essay examination or so

497
01:46:36.000 --> 01:46:42.000
They have many comments or so. Oh, yes. Please.

498
01:46:42.000 --> 01:46:48.000
Yeah, I would like to ask about Fujima, Dr. Fujimasa.

499
01:46:48.000 --> 01:46:53.000
Actually it's a kind of follow-up question of you so you talk about alternative schooling system.

500
01:46:53.000 --> 01:47:01.000
I want to know about the level of scrolling that you are talking. So is it primary school, secondary school or what?

501
01:47:01.000 --> 01:47:27.000
And also because in Hong Kong we also have something called happy school. So because this is too competitive, so the parents thinking that it is too harsh for their children to sit for this type of examination so they go for happy school but But the problem is Only the middle class or upper class people could afford this and then they don't need

502
01:47:27.000 --> 01:47:39.000
to sit for the examination but directly send them to overseas. To for you as for UK education. So I want to know more about Japan's situation.

503
01:47:39.000 --> 01:47:54.000
So you know after the alternative skills how could they go back to the dominant system. Or they have to use other resources to help them to go for other educational part.

504
01:47:54.000 --> 01:48:04.000
Yeah, thanks. Yeah, it's very good for to think about all the time the education. Thank you for your question.

505
01:48:04.000 --> 01:48:15.000
In Japan, 1 20 education has barriers type so some schools are

506
01:48:15.000 --> 01:48:40.000
Some schools are an excluded student or studying everyday practices as a so more Hi-grass. Students to study more.

507
01:48:40.000 --> 01:49:05.000
Okay, what creative or various types. So. Primaries, secondary, maybe not a higher education level.

508
01:49:05.000 --> 01:49:23.000
So and After all alternative education children

509
01:49:23.000 --> 01:49:38.000
Children, is also various route. So, this summer go to.

510
01:49:38.000 --> 01:50:00.000
For vocation monitoring schools and other somewhere and go to university. So and interrupts the examination of Japanese university is have been changed, I think so.

511
01:50:00.000 --> 01:50:24.000
Not only academic achievement. But also some are. Bias experience and through thinking creatively performance at the presentation and so Alternative education graduates.

512
01:50:24.000 --> 01:50:37.000
Grad school. So does someone go to university and somewhere go to as a high education summer and go to, work.

513
01:50:37.000 --> 01:50:47.000
So this is the source. Yeah, it's very interesting a point. Unfortunately, the time is over.

514
01:50:47.000 --> 01:51:08.000
So I think this is a good, it becomes good praise to exchange East Asia's score education.