A Study On Teacher Dispatch System Of Overseas Japanese Schools

Building overseas Chinese schools is an important part of going out with high-quality educational resources,expanding the opening of education to the outside world,and promoting educational exchanges and cooperation at home and abroad.At present,the construction of overseas Chinese schools is in the initial pilot stage.The key and difficult problem in the construction of overseas Chinese schools is to establish a long-term and stable teacher selection mechanism,so as to ensure the orderly flow,reasonable scale and high quality of overseas school teachers.This study takes the teacher dispatch system of overseas Japanese schools as the research object,uses literature research,historical research and comparative research to sort out and analyze the development history and main contents of teacher dispatch system of overseas Japanese schools,and makes a theoretical analysis of the multiple factors and interaction mechanism that affect the system of teacher dispatch system of overseas Japanese schools,with a view to providing some enlightenment for the construction of the teacher team in overseas Chinese schools.The study found that the teacher dispatch system of overseas Japanese schools has generally experienced two stages:pre-war and post-war.Both stages have formed a relatively complete teacher dispatch system,but with distinctly different purposes.Before World War Ⅱ,the Japanese government set up many overseas Japanese schools in order to consolidate the colonial rule and cultivate loyal and patriotic Japanese.Dispatching teachers became an urgent requirement for the smooth development of militarism education.Based on this background,the Japanese government has gradually established a relatively complete teacher dispatch process,formed a teacher dispatch system in the pre-war period,and ensured the construction of teachers’ team in overseas Japanese schools before the war,with the process that exploring the suspension of assignment,issuing formal laws and regulations to determine the teacher dispatch system,while implementing the new way of public recruitment,and finally the central government to uniformly standardize the teacher dispatch system.Since the 1950s,Japan’s economic level has gradually recovered and developed at a high speed,and enterprises have continuously entered overseas.In order to protect the right to education of overseas Japanese children and ensure the education connection after returning to Japan,overseas Japanese schools have emerged and developed rapidly,and the demand for teachers has also followed.In the initial stage,the overseas Japanese schools used a combination of local recruitment and domestic open recruitment to temporarily meet the demand for teachers.With the expansion of overseas schools,the Ministry of Education,Culture,Sports,Science and Technology(MEXT)began to cooperate with national university-affiliated schools to dispatch teachers and established a quota dispatching system for public schools.The teacher dispatching system was based on voluntary cooperation from prefectures to ensure the demand for overseas Japanese schools.In the late 1970s,the demand for teachers in overseas Japanese schools increased dramatically and problems with the teacher dispatch system were exposed constantly.The Japanese government begun a comprehensive reform to improve the teacher dispatch system by introducing a funding system,standardizing the status of dispatched teachers,and improving welfare benefits.Currently,the teacher dispatch system to overseas Japanese schools is being carried out on the basis of the entrusting funds system,the dispatching system for retired teachers and preparatory teachers is being implemented in new ways to expand the range of candidates for dispatching teachers and to ensure that the dispatching of teachers to overseas schools is carried out in an orderly manner.As an important pillar of overseas Japanese school construction,Japan attaches great importance to the teacher team.In the long-term development process,a relatively perfect teacher dispatch system has been formed,including the fund entrusted system,selection system,registration and training system,welfare security system and evaluation management system.Based on the theoretical framework of "global-nation-local dynamic model",this study further analyzes and finds that six forces have profoundly affected the formation and development of the teacher dispatch system in overseas Japanese schools.The six forces include:At the global level,it includes international organizations and their global assessment projects as global entities,neoliberal educational reform as global initiatives,At the global level,it includes education administration departments such as the MEXT and prefectural governments and their educational administrative decentralization reform as national entities,and Japanese education internationalization strategy as national initiatives.At the local level,there are social interest groups such as Japan Overseas Educational Services as local entities,the increasing number of foreign children and students and the overall shortage of teachers as local initiatives.These six forces interact with each other in a top-down and bottom-up way at the global,national and local levels as well as in the two dimensions of agency and dynamic behavior.The impact of the global level on the local level is indirect,the impact of the global level on the national level is direct,and the impact of the national level and the local level is two-way direct and strong.The teacher dispatch system not only plays a positive role in the construction of teachers in overseas Japanese schools and the guarantee of education quality,but also affects the professional development of teachers in Japan,the training of international talents and the education of foreign children and students.On the basis of summing up the experience of Japan,this study puts forward four suggestions for the construction of overseas Chinese schools:Firstly,in terms of top-level design,China should do a good job of overall planning and policy guidance,and standardize the selection process of dispatched teachers;Secondly,in terms of professional development,China should establish and improve the training system of dispatched teachers,and vigorously improve the professional development ability of teachers;Thirdly,in terms of financial support,China should provide sufficient special funds for the selection of teachers to fully guarantee the welfare of dispatched teachers;Finally,in terms of experience transfer,China should build a good transfer mechanism and platform for the experience of teacher dispatch to encourage and train reserve young teachers and reserve excellent talents for the teaching staff of overseas schools.