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Comparative Study of the Social Pedagogue's (Sozialpaedagoge's) Qualification and Training in Germany and Japan

德国与日本社会教育家(Sozialpaedagoge)资格与培训的比较研究

基本信息

批准号：
12610279
负责人：
YOSHIOKA Masaki
金额：
$ 0.96万
依托单位：
KYOTO PREFECTURAL UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2000
资助国家：
日本
起止时间：
2000 至 2001
项目状态：
已结题

项目摘要

1.In Germany, the qualification and training of social pedagogue (Sozialpaedagoge) has its roots in four movements and policies between the end of the 19th century and the beginning of the 20th century. That is, (1)training of kindergartner and nursery nurse which Friedrich Froebel began, (2)training of woman social worker (Sozialarbeiter) which the leader of the women's movement began, (3)youth education policy by Prussian Government, (4)improvement of reformatory education.2.At present, social pedagogue is trained mainly in special college at university lebel (Fachhochschule) and educational department of university. About the present curriculum of social pedagogue, there are a lot of differences between college and educational department. The curriculum in college includes many required subjects which are practical and face up directly to real life.3.From this study it was founded that the differences in the qualification and training of social pedagogue between these countries can be summarized in three points. (1)In the German curriculum of social pedagogue, both in college and in educational department of uni., practical training in welfare facilities, offices, institutions and so on, have a very important position. From this fact we see that a combination of theorie and practice in social pedagogue's training has been firmly preserved in Germany. (2)German social pedagogue and social worker have the same unified qualification (Diplom-Sozialpaedagoge/Sozialarbeiter, etc.). It is of great significance when the graduate of college or uni. seeks for his employment. (3)In Germany many social pedagogues work in youth service. In Japan, by contrast, there are few positions in this field. I would like to emphasize the necessity of increasing new positions in all municipalities in Japan.

1.在德国，社会监督者的资格和培养，源于19世纪末至20世纪初的四次运动和政策。这主要包括：（1）福禄贝尔开始的对幼儿园教师和保育员的培训;（2）妇女运动领导人开始的对妇女社会工作者（Sozialarbeiter）的培训;（3）普鲁士政府的青年教育政策;（4）改善感化院教育。关于社会教育专业的课程设置，目前高校与教育部门之间存在着较大的差异。大学的课程设置包括许多必修科目，这些科目都是实践性的，直接面向真实的生活。3.从本研究中可以发现，这些国家在社会宣传员的资格和培养方面的差异可以概括为三点。(1)In德国社会教育课程，无论是在大学还是在大学教育系，在福利设施、办公室、事业单位等，实习培训都有非常重要的地位。从这一事实我们可以看出，在德国，社会宣传官的培养一直保持着理论与实践相结合的特点。（2）德国社会咨询师和社会工作者具有相同的统一资格（社会教育文凭/社会工作者等）。大学毕业生的职业生涯意义重大。寻求他的就业。(3)In德国许多社会教育工作者从事青年服务工作。相比之下，在日本，这一领域的职位很少。我想强调在日本所有市政府增加新职位的必要性。