20世紀アメリカにおける大学エクステンションの変遷

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This paper aims at outlining how major university extension programs in the United States had undergone changes during the twentieth century. The attempt may sound too ambitious for the paper of this size ; nevertheless, it could still be significant to show to Japanese readers how and why overall U.S. extension programs had been built up over a century to an extent unmatched in the world today. The sudden slackness of extension programs at the turn of the century following a few decades' active implementation of programs had revived successfully as the new century dawned. Leading universities in the 1910s were Harvard and Wisconsin, the latter being most illustrious for its "Wisconsin Idea." The World War I caused the Government to depend heavily on university extension programs for carrying out the War. University of California had a considerable share. The University of Chicago was also active in the 1920s. The Depression had a negative impact on extension efforts overall, though various job training programs including teachers' programs became popular. A new type of continuing education programs started at a residential hall attached to the University of Minnesota. The end of the World War II witnessed a great influx of veterans into universities and extension programs. Later, the military personnel on active duty were also offered special programs. At land-grant universities across the nation, the Government launched Cooperative Extension Work in Agriculture and Home Economics on an enormous scale. During the 1950s liberal arts courses gained popularity and T.V. contributed considerably. In the 1950s and 60s the Kellogg Foundation sponsored the building of a total of 10 residential halls for continuing education at ten universities. During the 1960s the Higher Education Facilities Act helped disseminate extension programs. University of California catered to its graduates as prime extension's clientele. Some external degrees equivalent to regular university degrees were formulated on an experimental basis. Continuing Education Unit came into use nationwide. In the 1970s many universities were in financial troubles, which was aggravated by public demand for the universal access to higher institutes of learning. By the 1980s universities had overcome crises not only by admitting non-traditional students on an unprecedented scale but also by transforming themselves into more job-conscious institutions, both congenial to extension activities. Professional organizations began to delegate their re-training programs to universities. Certificate programs were much sought after. In the 1990s universities and their extension programs were strongly criticized for being too profit-oriented. But in an age of IT revolution, a demarcation line between universities and their extension programs became increasingly blurred, while they became more and more interdependent. Some regard extension/continuing education programs as legitimate post-university education.
沖縄国際大学の論文
2007-03-30

20世紀アメリカにおける大学エクステンションの変遷

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