The education plays a very significant role in the development of the country.
Though Peru and Japan both share some similar features in the education field, they have differences in system as well. The development of education in Japan is impressive and the quality of students they produce is worth imitating, but that is because of the years of effort and dedication. My country has a nascent development in terms of education administration, yet it is true that we are a democratic country and Peruvians continuously seek the development of the individual. However, we do not have the quality of education that other countries have. In my country there are laws and some innovative educational programs, but unfortunately these innovations remain on paper that are yet to be proven realistically. Our problem lies in the inadequate system of communication between agencies who manage the decentralization of education system.
Educational administration in Peru is still centralized though the Ministry of Education has tried to make it more decentralized. In Japan, it is more decentralized. There are three levels of educational administration in Japan: national, prefectural and municipal levels. In Peru also have three levels of educational administration, but we have no educational outcomes; there are too many cities, mainly inside the country still have no local school boards.
Their own ways and under different conditions, the Japanese and the Peruvian government are now trying the best in dealing with education. Both are carrying out several current education policies for the economic, social and cultural development of the nation.
After studying the educational administration in Japan and Peru, I think that both the Japanese and Peruvian can possibly learn either the strong points or the weak points from each other. These examples can be applied for the management of education in the two countries:
Implications for the Educational Administration in Peru:
ORGANIZATION
l In Peru, the UGEL (Local board of Education) does not work with the municipalities. In this case, UGEL should cooperate with the heads of municipalities regarding financing of general education, as well as in Japan Local School Boards play an important role in the educational management. The local education administration is one of the administrative objects of the Ministry of Education, and it is in charge of research and planning concerning local education administration; guidance and advice concerning the organization and management of local education administration. It also gives measures to check violations of the provisions of laws and regulation or inadequate management, etc.
l Peru has only few UGELs (Local School Boards) around the country who must facilate decentralized management of Educational Administration, but setting up the offices at the region or only some municipal level to serve the central departments in the Ministry of Education does not mean decentralization. This causes lacking of unity in the educational administration at the regional level. It is urgency for the Peruvian government to review and revise some laws concerning education. As well as in Japan, Peru needs Local School Boards to work cooperatively with the municipalities in each city.
l The Peruvian government should make the national administration unified as rapidly as possible. Like in Japan, education at every level should be managed solely by the Ministry of Education. Though facing various kinds of problems, the government should try the best on this.
SCHOOL EVALUATION
l School evaluation in Peru must practice self-evaluation as school evaluation in Japan, because until now, there is no formal document or a guide on self-evaluation in schools of Peru. The ministry should promote the view self-evaluation where each school must evaluate itself, and publish the results to the educational community to improve standards of education.
l It is necessary for the school evaluation to be done by the collaboration of the school, educational administration, universities, and research laboratories.
l The government should emphasize the quality of teacher, not only through a national assessment, but with training and pedagogical guidance. Teachers must be evaluated in carrying out their duties, with specific viewpoints, and principals must be evaluated in their abilities for task-setting, solving problems, and organizational operation as managers and supervisors in situations where they are required to use their abilities.
SCHOOL SUPERVISION
l School supervision should be made by experts and specialists in the field of education, however many times when supervisors go to school, only supervise the class of teachers, without providing proper guidance or training to teachers.
l As well as in Japan, The supervision section must give guidance and advice to schools, conduct conferences and workshops for principal and teachers and publish guides, manuals or handbooks for teachers, based on the central policy for supervision, and taking into consideration the specific situation of the prefectures concerned. Supervisor must be experienced professional educators with thorough understanding of the curriculum, teaching methods and objectives and other professional matters related to school education. Because in Peru, educational supervisors confuse evaluation with supervision, as they evaluate to the teachers in class, the principal or the school, but they do not offer any kind of guidance.
Implications for Educational Administration in Japan:
Though Peruvian education seems to be less interesting and still far behind Japan's, some of its aspects may perhaps be a good example for the Japanese. They are as follows:
l Local school boards should have the power to shuffle personnel and they also should have financial authority.
l Focusing on juku, though going to juku aims for supplementary instruction, for special assistance for upper secondary school and university entrance examination, and for other purpose, it introduces some inequality to education system. Not all students are able to obtain their services because juku attendance costs money. If going to juku is necessary for all students, I wonder whether the quantity and quality of education provided in ordinary schools are not sufficient for them.
The organization, evaluation and supervision of education in Japan shows clear and concrete examples of proper educational administration that the Peruvian system must learn to handle. Peru needs clear laws and practices about decentralization to achieve educational quality such as making Japan.
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