<論文>インド中等教育における「Work Experience教育」 --学問的知識・多様なスキル・価値観の構築に着目して--

Abstract

This paper examines "Work Experience Education" in secondary schools in India from government education policy, teachers' acknowledgement and students' motivation of "Work Experience Education" through literature review and fieldwork. It appeared initially in the policy of Basic Education in the 1930s called "Education through the manual work" and has been continued until now, changing its name to "Crafts, " "Work Experience, " "Socially Useful Productive Work (SUPW)" and "Work Education." Firstly, this paper clarified the principal elements of "Work Experience Education" in the government education policy through literature review. The three main elements were disciplinary knowledge, multi-skills and development of value. Secondly, six schools in X city in Maharashtra in total which had classes of Stitching, Vocational Education or Environment Education was observed. Interviews and questionnaire surveys were conducted from the perspective of three important elements. Both teachers and students had expectations for acquiring disciplinary knowledge and multi-skills teaching or learning "Work Experience Education." Although all of the principal elements of "Work Experience Education" was found in the educational policies, the development of value was not always acknowledged by teachers and students. Students did not have expectations or concerns for development of value, which was one of the original concepts of "Work Experience Education."