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Enhancing Education in the Rural Community through Online Training

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Considering the great impact the first PISA-results caused in Germany and Japan, this study seeks to provide an explanation for the continuous higher achievement rates of students in the PISA-winner country Japan compared to their German peers. Another great difference between the two participants that was detected in PISA is the correlation between students’ social origin and educational achievement, which is still very strong in Germany but not in Japan. The author assumes the reason for these differences lay outside the formal school system, in the sector of shadow education. The so called juku-industry in Japan provides out-of-school lessons that seem to enable all Japanese students to achieve top results regardless of their social origin. In Germany the increased use of Nachhilfe is seen as an indicator for the downfall of the compulsory school system and a problem that seem to widen the gap in education levels all the more. If in Japan almost every household regardless of its social status sends its children to out-of-school classes, the assumption that people do invest in further education in terms of extra classes at juku believing this will have a neutralizing effect on disadvantaged family background suggests itself. Consequently the author intends to refute the prevailing assumption of researchers in Germany and Japan stating that out-ofschool lessons just contribute to the reproduction of class structure. Using secondary data as well as PISA-data the author wants to show that shadow education helps to counteract educational disadvantages through the provision of various educational opportunities.
Book
In the knowledge era, indeed, the struggle is between knowledge that is both resource and product in a world of fast capitalism and knowledge as mutual engagement in processes of shared critical social construction, and thus, more culturally inclusive and socially productive. The former has been taken for granted since the aftermath of the Second World War, but is now facing serious criticisms for its avaricious market approach. Today, the idea of knowledge as an economic product, commodified, for sale on a global market, is no longer palatable. Key to a very recent philosophical shift towards another model is the emergence of global knowledge cultures. The main phenomena that globalised societies face today emerge from the issues raised around redefinitions of the nature of education; mobilities involving the internal and external movement of workers, students, teachers, researchers, tourists, business people, volunteers and people in general; as well as efforts to change the world towards a more democratic, socially responsible, culturally sensitive model, as taken up by the contributors to this book. The purpose of this book is to assure that you/we all participate in the global conversation about knowledge, its meanings, uses and possibilities. In this light, it is vitally important to understand how knowledge is created, what it means to know, how it is shared, to whose benefit and why. Several primary questions arise: What is the role of education in human well-being? What does knowledge making entail? How do contemporary knowledge constructions respond to prevailing social contexts? Why is it important for learning prospects to respond or not to today’s globalizing political and economic contexts? These dimensions and questions of knowledge are critical to the future of educational policy and provision, and ultimately to the quality of human life, as the locations and practices of knowledge are more complex than ever.
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