Economy in Japanese after 1945.docx
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Economy in Japanese after 1945.docx
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EconomyinJapaneseafter1945
Asian’snewgiant
-theriseofJapanafter1945
Groupnumber:
Cosmos,Lily,Jerry,Viola
Instructor:
NaglaaSalem
Outline
I.IntroductiontoJapanesesituationafterWWII
II.Economysituation
A.Governmentpoliticalsolution
B.Currenteconomysituation1.Improvementonpoverty2.Advantage
III.Lifetimeemployment
A.CentralJapaneseemploymentsystem—lifetimeemployment
B.Abegglen’stheory
C.Whatislifetimeemploymentandit’slimitation
IV.Educationalsolution
A.3educationalperiod
B.4educationalType
C.educationlaw
V.Conclusion
Asia’sNewGiant
TheRiseofJapanafter1945
Introduction
JapanwassufferedfromaseriousconsequencewhichWorldWarIIbroughtabout.Theytaketheroleofaconquerednation,andtheenormouscostofthewarweakenedhereconomicstrength.Aquarteroftheirnationalwealthareatlostaswellastheirpossessionsofoverseaswerepermanentlylostandreturnedtoothercountries,alsotheatomicbombingsofHiroshimaandNagasakitearupthecountryintopieces,whichisresponsiblefortwofifthofthewholeinfrastructureiscompletedestroyedand3millionJapaneseismurdered(Allen,1981).Whatwasworse,theproblemofpovertyiswidelyspreadinthewholecountry.Thenthegovernmentstartstogetbacktothewaythingswereandtoreconstructthecountry.ThereareaseriesofsocialsolutionwhichJapanesegovernmentlaidgreatemphasison,anditistheirgreatmanagementandfollowingthesolutionstepbystepthattheygottherecoveryandmaketheircountrythrivingandprosperous.
JapanesePoliticalEconomyintheFirstDecadeoftheNewCentury
ThefinancialandeconomicrecessionofJapanhasalmostbeenresolvedinrecentyears.Manychangeshavetakenplaceinthepast.In1989,Japan'sbubbleeconomyusheredinthehighestpeak.Becauseofthemistakesincurrencyappreciationthegovernmentmade,interestratehasbeencutsharplyfrom5%to2.5%.Theresultoftheinterestratecuttingcausedahugeamountofcapitals.Hereisatypicalexample;amanagerinCommercialfacilitiesearnedaboutfourhundredthousandyensamonth,whichisasatisfiedsalary.However,becauseofJapan'sbubbleeconomy,hehadtostayinahousewhoserentisonly3millionyens.Hemustpayfortheloanheborrowsthroughthiswayforasimplereasonthatthehousehespent6,000,000yenstobuywasthenonlyvalued3,000,000yens.In1989,Japanesegovernmentdecidedtochangethedirectionofmonetarypolicy.FromMayof1989toAprilof1990,Japanesebankraisedinterestratesforfivetimesfrom2.5%to6%.Atthesametime,theJapanesegovernmentalsodemandedallcommercialbankstoreduceloan.Finally,Japanovercamethedifficultiesduringthebubbleeconomy.
InJapanSince1980(2008),T.F.CargillandT.SakamotostatethatJapan’seconomicreformwillcontinue.Thegovernmentwillgoontoenhance“deregulation,liberalization,andprivatization”.Morerulesofcommerceandeconomiccompetitionwillbeappeared.Japaneseenterpriseswillnotstoptodeveloptheir“cooperationdominanceandlabormarketpractices”untiltheydiscoverabetterconnectionthatoperatefluentlyandencouragethemtoavoidtherisksintheraceofmarket.Mostenterpriseswillsuccessfullymakeashift,eventhoughsmallandmedium-sizedmarketsandagriculturaleconomieswillpreventtheirstrugglestomakeprogresses,foritisimportantforthemtostandoutofthecommoncompetitors.Allinall,everyactionofthegovernmentistoeliminatepovertyinJapanandsxxxxxthereforetomakeJapanesecitizenslivehappierthroughpoliticaladjustment.(CargillandT.Sakamoto,2008)
Inconclusion,Japanesegovernmenthasbeentryingtoeliminatepovertythroughpoliticalreformationsuchasexpansionarymonetaryin1980s.Hopefully,Japanwillprovideacasestudyrecentlyofacountrythatovercametheeconomicchallengesandsuccessfullyeliminatepoverty
JapaneselifetimeemploymentInfluencestheJapaneseEconomy
ToeliminatethepovertyofJapan,Japannotonlymadeeffortonpolitics,butalsocreatedenoughworkopportunitiesforJapanese.
WhenpeoplediscussabouttheJapaneseeconomicperformance,workplacelaysthecentreofthecontribution.IthasbeenalongtermargumentthatwhetherJapanesesocietyandcultureaffectJapaneseworkplace.ThedisputewasstartedbyamancalledJamesAbegglen,whopointedoutthespecialtyofJapaneseindustrialorganization.
Thefollowingfiveitemsarethemaintheoryoflifetimeemployment.JamesAbegglenstatedthefirstfeaturewasthatbothemployeesandemployerswerehappytoworkforlife-long.Thesecondfeaturewasthatbeforethecompanyhireshimorher,hisorherbackgroundwouldbeexaminedcarefully,andifthecompanydecidedtousehim,hemayberecruitedrightfromschool.Thethird,toimprovethesystemofemploymentforlife,thebasicworkingmembersshouldbeonelderinsteadofpioneer.Fourth,becausetheJapanesecompanywasacommunity,thehierarchywouldeventuallyexist,andwithanhonorablewelfare,Japanesefeltthosematerialbenefitswereinvolvedinliabilities,solifetimeemploymentworkedwellinJapan.Fifth,thelaborsinJapanhavebroughtapositivecircletotheAmericanoccupation.Althoughmostenterpriseswerecontrolledbythegovernment,astheauthorNathanGlazersays,theseatofpowerandofcollectivebargainingremainedforthemostpartattheenterpriseratherthanthenationallevel.(Glazer.N1945)
Thesetheoriesbroughtaboutgreatcontroversy:
coulditbetrue?
IfAbegglenwasright,howdidworkershavepassiontodedicatetotheirwork?
AndhowJapancouldpossiblypursuetherapidgrowthofworldeconomy?
Howcoulditexistforsolong?
Whatisitsoriginalform?
(Glazer.N1945)
SinceAbegglen’stheoriesspread,currentemploymenthasbroughtavarietyofdevelopments.Whatislifetimeemployment?
AccordingtoGlazer,Abegglen’stheoriesmainlyfocusedonthoselargescaledenterprisewhichonlyinfluenceasmallpartoftheJapaneseeconomy.Theemploymentcontractannouncestheretiringtimeisfifty-five,whichcanbeacceptedbymostofpeople.Afterretiring,workerscangetagreatamountofretirementbenefit.Sometimes,theywillbereemployedatalowerpositionbythesamecompany,ordistributedtoasmallcompany,orevenopenasmallbusinessbythemselves.However,womenwerenotinvolvedinlifetimeemploymentaftertheygetmarried.Usually,theydopart-timejobinsmallcompanies.FromAbegglen’sannouncement,Glazeroffersagreatnumberofresearchequestions,suchasHowMuchJobMobility?
HowMuchRecruitmentfromtheSchools?
AreRewardsBasedonAgeandSeniority?
AndafterGlazercarefullyanalysis,hedrawsaconclusionthatlifetimeemploymentindeedbroughtJapanahigheremployment,developedthescaleofJapaneseenterprises,alsopromotedJapan’seconomy,andlessenedthegapbetweenrichandpoverty.(Glazer.N1945)
Inconclusion,thoughlifetimeemploymenthaslimitations,whicharementionedabove:
forlargescaledenterpriseandwomeninvolvement,it’sstillthefundamentalformatoftheJapaneseemployment.AnditwillremaintobeattheheartoftheJapaneseeconomicsystem.
HoweducationhelpsolvepovertyinJapanafter1945
AndsoonfollowedtheJapaneseeducationalsystemwasreformed,andnowenjoysoneoftheworldlargestwell-educatedpopulations,thecompulsoryeducationensurehundredpercentofenrollmentinelementaryandsecondaryschool,eveninhighschool(notcompulsory)theenrollmentrateisashighas96%inwholecountry.46%ofhighschoolgraduatesareofferedthechangestogofurthertheireducationinuniversityorjuniorcollege.
AsadefeatednationinWorldWarII,theendofWorldWarIIwasaveryimportantturningpointofJapanbecauseeverythinghadbecomechaosduetothewarincludingnationalincomeandeducation.Tosolvethepovertyproblemresultingfromthelowincome,Japaneselaunchseriesofeducationalrevolution.NowJapaneseeducationhaschangedtodemocraticonefrommilitaristiconeinordertoraisetheincomeofthepublic,whichwecall“new”education.
Japaneseeducationwasimprovedinfollowingprocess.
Broadlydefined,therevolutionofJapaneseeducationafterWorldWarIIwasdividedinto3periods.Inthefirstperiod,from1947-1955,governmentadoptedproblemssolvingmethodsintoclasssuchasresearchanddiscussion,andmainlywantedtoteachstudentsaboutsociallife.Inthisperiod,studentspracticedandperformedbythemselveswithoutleadingofteachers.However,Thisperiodisalwayscriticizedbecausestudentshadaviewoncommonsenseknowledgeaccidentally,andsocialsciencewasnottaughtsosystematically.Theneducationcameintothesecondperiod,from1955-1985.Inthisperiod,socialsciencewasdividedintogeography,history,politics,economyandsociety,andacademicdisciplinesappeared.Eachsubjectincludedbothbasicandcoreknowledge,andacademicskillsrelatedtothediscipline.Inthisperiod,studentsreceivedknowledgewhichwasessentialtothesociety,anddeepentheirgraspwithsociallife,understandingofandaffectionforthenation.Teachersselectedwhattheythoughtvaluabletoteachtochildren.Aftertheseyears,Japaneseeducationcameintothethirdperiod,from1985tillnow.Inthisperiod,studentsareexpectedtofindaproblem,learnaboutit,thinkaboutit,andjudgeitbythemselvesinordertoachievewayofthinkingandlearning.Everysubjectwasdesignedtoachieveitsownknowledgeandpursuetheaimofschool.Studentsshouldgrowtobeactivelyinvolvedintosociety,andtheeducationmovetheconcentrationtocommonknowledge.
Additionaltotheperioddivision,there4typesofeducation.TypeAaims
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