BORDER CROSSINGS: US CONTRIBUTIONS TO SASKATCHEWAN EDUCATION, 1905-1937
OF DISSERTATION
Control of Education
This chapter discusses the control of education in Japan. The basic characteristics of the present system of control in Japanese education have been determined by the Constitution of Japan of 1946 and the Fundamental Law of Education of 1947. The Constitution established the principles of democratic government by which the popularly elected National Diet was vested with the power to set up policies relating to various spheres of national life, including education. Once the policies are set, the execution of them is handed to the Executive, the Prime Minister and his Ministers. Of these, the Minister of Education is responsible for national education, but under the principles of democratic government, his area of jurisdiction is defined and limited by laws. His executive power is also limited by the principle of local self-government set up by the Constitution in which the local population is given certain powers of self-determination in such matters with which they are directly concerned such as education.
Scholars and Dollars: Politics, Economics, and the Universities of Ontario, 1945-1980
Propelled by buoyant economic conditions, favoured by free-spending politicians, and buttressed by widespread public support, higher education during the 1960s became one of Onatrio's major growth industries. But less than a decade later, in a dramatic reversal of spending priorities, funing policies threatened to squeeze the very life out of the provincial university system.In this wide-ranging study, Axelrod explores the impact of economic changes on Ontario universities since World War Two. He addresses the questions of how universities were percieved by the public, why they were supported during the period of expansion, how they set out to fulfil their prescribed functions, and how they were affected by the diminshed opportunities and cooler economic climate of the 1970s.This volume touches on such diverse issues as business-university relations, student financial assistance, manpower planning, and faculty unionization. It examines the internal dynamics of university life against the background of the social and economic conditions which directly affected Ontario universities but over which they had virtually no control. How could they plan for an economy that valued having no plan?The author concludes that not only did the universities prove to be imperfect instruments of economic development, but the efforts expended in the task compromised their vital role as islands of culture and critical thought in a materialistic society.