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Educational research in Asia and the Pacific is examined from the perspective of reform in instructional content and method. Information based on speeches and discussion at a regional workshop held in Japan in 1982 is presented in four chapters. Chapter 1 explains workshop objectives, introduces participants, and presents a general overview of the agenda. Chapter 2, a presentation of patterns and directions in educational reform, is subdivided into sections on infrastructure, reform implementation, and diffusion. Issues identified include financial problems, paucity of trained research personnel, lack of coordinated research efforts, credibility of research, lack of evaluation techniques, teacher participation, and methods of dissemination. Chapter 3 outlines research strategies related to implementation and evaluation of instructional content and methods. Issues are discussed under the categories of preparation strategies, participation strategies, anticipatory strategies, and evaluation strategies. The final chapter recommends specific actions regarding research, professional training, and strengthening of the role of UNESCO. The bulk of the document consists of four appendices which contain a list of workshop participants, individual papers presented at the workshop, papers prepared by resource persons, and a visit to a secondary school by workshop participants. (LP)

Educational research in Asia and Oceania is explored from the point of view of its effect on actual educational practices. Information is based on speeches and group discussion at a 10-day regional seminar held in Japan in 1979. This document--a report of that seminar--is presented in four chapters. In Chapter I, seminar objectives are explained, participants are introduced, and a general overview of agenda items is presented. Major objectives were to exchange information regarding educational research and reform in the various nations concerned and to discuss ways of promoting additional educational research. Agenda topics included review of major problems and issues of educational research in the participating countries, suggestions regarding new directions for educational research, and consideration and adoption of a final seminar report. In Chapter II, highlights of country research activities are presented for Afghanistan, Australia, Bangladesh, India, Indonesia, Japan, Malaysia, Nepal, Pakistan, Papua New Guinea, Philippines, Republic of Korea, Singapore, Socialist Republic of Viet Nam, and Thailand. In most countries, participants reported that educational policy decisions are still largely based on influences other than educational research. In Chapter III, new orientations in educational research are discussed and related to educational reform. Emphasis is placed on the need for: (1) a problem-solving approach to research, (2) interdisciplinary research, (3)more sophisticated methodology, (4) participation by teachers, and (5) more highly trained research personnel. In the final Chapter, suggestions are offered for linking educational research more closely with educational reform, including creating or strengthening national research organizations, convening regular regional educational research conferences, and identifying specific research needs arising out of educational reform action. (DB)

The document traces the development of education in Japan from the 17th century to the present. It is presented in four chapters. Chapter one discusses the Tokugawa Period (1603-1867). Principal forms of schooling were hanko for the Samurai class and terakoya for the commoners. The hanko were established for the benefit of the fiefs; objectives of the terakoya schools were basic literacy and numeracy. Chapter two focuses on the period 1868-1885 which concentrated on westernization, industrialization, and national independence. Universal education, human resources development, and institutions of higher education were established during this period. Chapter three examines the period from 1885 to 1920. The modernization of politics and industry, crystalization of a national morality, promotion of technical education, and development of social education occurred during this time. Chapter four traces developments from 1920 to the present, including the time of reconstruction after World War II. Decentralization has characterized education in postwar Japan. Compulsory education has been extended, education for women improved, and special education developed. Japan now seeks to attract more people of ability to the teaching profession. Appendices provide enrollment and school statistics. (KC)

The results of a seminar in which representatives from Australia, New Zealand, and eight Asian countries discussed interdisciplinary research in education are presented. Types of interdisciplinary research were identified, and the conditions necessary for its development were examined. The recent impetus toward interdisciplinary research has emanated from concerns about economic and national development, social justice, the implications for national unity of linguistic and ethnic diversity, and a representation in schools of continuing cultural and social traditions. In some countries there are limitations of knowledge on the part of educational researchers. For example, researchers need to know more about computer and communications technologies. Cooperation and communication among the disciplines and support from the community must be encouraged. Guidelines for the advancement of interdisciplinary educational research are discussed. The annexes, which make up over two-thirds of the report, contain a list of participants and the papers from the individual countries. (RM)

The focus of this workshop involving people from 13 countries in Asia and the Pacific Region was on using computers to assist learning in mathematics. The report contains the following sections: (1) Introduction; (2) The Mathematics Curriculum: Innovation and Change; (3) The Mathematics Classroom: New Ideas with Computers; (4) Software: Quality and Development; (5) The Teacher: Development and Support; (6) Other Issues; (7) Summary and Recommendations; (8) Appendix 1: List of Participants; (9) Appendix 2: Country Report Summaries (Australia, Bangladesh, China, India, Indonesia, Japan, Malaysia, New Zealand, Pakistan, Philippines, Republic of Korea, Sri Lanka, and Thailand); and (10) Appendix 3: List of Some Computing Terms. (RH)

This booklet summarizes a government white paper outlining the development of Japanese education since the adoption of the new system following World War II. The report is organized into six main sections. The framework of the national educational system is introduced and charted in section 1, followed by a discussion of the expansion and transition of that system in section 2. Changes and additions in preschool programs, compulsory education, schooling for the handicapped, and special training opportunities are presented in detail to emphasize the degree of progress since 1945. Topics covered in section 3, include curricula revisions, selection and distribution of teaching materials, and secondary-higher education admission criteria. The promotion system for elementary through university level is illustrated in charts. Information concerning the teaching force is provided in section four, with statistics on number, sex distribution, training, and salary indicating the rising status and competency of the profession. The educational achievement of the general population, trends in grade level attainment and the relationship of education to choice of employment are analyzed in section 5. The final section documents educational expenditures since 1960. Expenses are broken down by target area--school education, social education, administration; source--national and local governments, private schools, and family contributions; and grade level. Concluding remarks point to the rising need to meet the diversifying demand for education at each stage of life. (LP)

A basic framework for undertaking a study of elementary curricula in Pacific and Asian countries is presented. The material, which emerged from a regional workshop, is divided into two sections. A chart in section 1 summarizes major features of elementary school curricula in Australia, Bangladesh, China, India, Japan, Malaysia, Nepal, New Zealand, Pakistan, Papua New Guinea, the Philippines, Korea, Singapore, Sri Lanka, and Thailand. For each country, trends and problems related to curriculum objectives, development and instruction, supporting structures, evaluation, and research are identified. Section 2 contains the research design for the study, including rationale, objectives, scope, procedures, time requirements, and funding recommendations. Model questionnaires for obtaining information on country and education background; existence of an integrated curriculum; measures for teaching moral, religious, and values education; extent of work-oriented education; and curriculum load are provided, as is a proposed format for preparation of country reports. Appendices contain a list of workshop participants and individual papers on curriculum development presented by each of the participating countries. (LP)

In May 1975, the School Education Law in Japan was revised, creating the category of special training schools out of the numerous types of miscellaneous schools that had sprung up following the end of World War II. The Japanese government created regulations for the schools, specifying that the purpose of the special training schools was to help students develop the abilities required for their vocation and their daily lives as well as to help improve their cultural knowledge. The regulations specify three categories of special training schools: upper secondary, advanced or college level, and ordinary courses (which can be taken at any time regardless of a student's age or schooling level). Other regulations specified the qualifications for those who establish, administer, and teach at special training schools; created standards for the school buildings and equipment; provided standards for school subjects; and established an administrative structure to enforce these regulations. The special training schools are expected to play an increasing role in the education of Japanese youth and the retraining of adults for new jobs as technology advances. To serve these needs, the schools will need to develop professional and vocational education, to improve the content of their programs, and to raise their status in the educational world. (KC)

Based on an analysis of the trends in educational research, the paper presents a conceptual model, general trends, and areas of need in educational research. Following an introduction, a conceptual model is presented which helps readers visualize three sets of variables. Set 1 variables center around the educational influences of social class, home, school, and curriculum. Set 2 variables focus on the child's developmental stages and processes of learning, and set 3 variables deal with learning outcomes. In addition, a distinction is made between micro- and macro-level problems of teaching and learning. Next, trends of educational research are discussed. Major areas of research at the beginning of this century are related to the conceptual model and to current trends in research. Current trends include an increase in the study of complex interactions between social variables, learning processes, and outcomes; teaching processes, teacher behavior, and teacher effectiveness; individual differences (particularly those between underachievers and talented students); and measurement and evaluation of learning outcomes. There has also been an increase in methodolgical sophistication and input by other disciplines. Finally, major areas of need in educational research are identified, including the need to further understand social, cultural, and historical influences; consider non-cognitive learning outcomes; conduct more longitudinal studies; encourage greater communication of research findings; and keep pace with methodological and technical developments in research. (LH)

Compulsory education in Japan totals 9 years, from age 6 to 15, and 97 percent of those elementary and lower secondary schools are public, established and maintained by the municipalities. This report describes the present situation and the future trends of educational facilities in public compulsory education schools, together with an explanation of the subsidies system and regulated facility provision. The first section describes the subsidy system, including government subsidies for school buildings and for school lands appropriation. The second section describes standards for educational facilities including school buildings, gymnasiums, and school lands. The third section describes the current condition of school facilities, in relation to trends in the school population, changes in the stock of buildings and gymnasiums for public elementary and lower secondary schools since 1955, and the current conditions of school facilities. The final section discusses the budget for subsidies and the future trend of policies for school facilities. (TE)

A regional workshop on "The Study of Secondary Education in Asia and the Pacific" was attended by 18 participants from Australia, Bangladesh, China, India, Japan, Malaysia, Nepal, New Zealand, Pakistan, Papua New Guinea, the Philippines, the Republic of Korea, Singapore, Sri Lanka, Thailand, and Western Samoa. The major objective of the conference was to develop a design for a joint comparative study on secondary education in the Asia and Pacific region. This document comprises the final report of this conference, a framework for undertaking such a joint comparative study. Part A is a synopsis of reports on secondary education from each of the participating countries, followed by an outline of the major issues identified. Part B presents the research design, whose objectives are as follows: (1) to provide a source of research data on selected areas of secondary education to participating countries; (2) to identify areas of major concern and major trends in secondary education; (3) to identify and document strategies that have been successful in solving problems in secondary education; and (4) make recommendations for further research in secondary education. The questionnaire that will be used to gather data is also included, and lists of participants and working groups are appended. (TE)