中国社会のダイナミクスと遠隔高等教育の機能変化
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概要
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This study examines the changes in social functions of the Broadcasting Universities in the context of dynamic social changes in China. At the outset, an analytical model of traditional and non-traditional higher education is set out. Non-traditional higher education is different from the traditional one in at least one of the three aspects, that is instruction form, client population, and the provision of formal credentials. Distance education is defined in the axis of instructional form for its use of new mediums of communication. It may comprise, however, different combinations along the other two axes. The combination would depend on the social setting and its changes over time. How it happens is analyzed in the context of China. Broadcasting Universities were established in 1979. The political rational behind it was two-fold : firstly, with the prospective development enrollment in higher education had to be expanded substantially, and secondly, Broadcasting Universities would create new places of higher education at relatively low cost. Their social functions, however, were not clearly stated. As it turned out, Broadcasting Universities enjoyed enormous popularity. The clients were the adults who lost the opportunity of higher education in the period of Cultural Revolution. They needed both practical knowledge and credentials. After graduation, the credentials were appreciated. Thus the Broadcasting Universities served the function of providing credentials to adults. As those clients were exhausted, however, the popularity of the Broadcasting Universities declined. In response, many of these Universities took two courses. One was to establish courses for fresh graduates from high school catering for those who could not qualify for admission to traditional institutions. In this way, they were trying to opt for a "substitution" function. In another derection, some Broadcasting Universities provided practical non-degree courses for adults. This may be called a "recurrent education" function. How these two functions can be reconciled is still unclear. The analyses thus demonstrate that distance education, which is frequently considered only from its technical aspects, serves quite different functions depending upon the social setting.
- 日本教育社会学会の論文
- 1995-10-20
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