ヨルダンにおける近代教育の拡大に関する考察(1950-98年) : 主体間の相互作用の視点から
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概要
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Since World War II, every region of the world has witnessed a dramatic expansion in education, and the Middle East is no exception. The enrollment rate in Jordan's schools has increased more rapidly than in other countries of the region, and it is now regarded as one of the "successful" countries that could attain educational expansion. The few studies which have been conducted on the educational expansion in Jordan have focused solely on the functional analysis of domestic factors. Little attention has been paid to the relationship between the various actors in expanding their education, such as the state, its people, international aid organizations, as well as social change in neighboring countries. It is inevitable for a small country like Jordan to be influenced by external factors. This paper examines the process of educational expansion in Jordan, from 1950 to 1998, divided into two phases, focusing on the relationship between the three actors, the state, international aid organizations, and the people. In the initial phase of expansion (1950-81), the state began to make an effort to increase the number of educational facilities and teachers at all levels of education. Consequently, in this period, the enrollment rate at primary schools increased to almost 100%. However, a close look at the relationship between the actors will reveal that there was a difference between the policies of the state and those of international aid agencies; the former focused on expansion at all levels of education including high schools and universities, the latter on that of vocational schools only. In the latter phase (1982-98), the state, which had been suffering from an economic crisis, had changed its policies towards emphasizing vocational training, based on the suggestions of the World Bank. The aid agencies had grown increasingly powerful in their influence, so that there was little room left for the state to hold its own educational policies. A further discrepancy grew between the state and the people. Although the state had changed its policies, the people themselves had never changed their attitude towards education, and they continued to seek higher academic education with little interest in vocational education. A comparison between the two phases makes it clear that educational expansion is never a completely harmonious phenomenon between its actors, as if often believed, and that each actor has its own goal concerning education. Furthermore, it can also be said that the expansion of education is influenced not only domestic factors, but by global trends as well as regional social changes.
- 2004-09-30