Dispute on the reference standard for economics in Japan and its international backgrounds: is pluralism vs. standardization an appropriate scheme in economics education?

A dispute over economics education occurred in Japan in 2013 when the draft of the Reference Standard for Economics Education (RS Economics) of the Science Council of Japan (SCJ) was known to non-mainstream economists. This article reconsiders this dispute with its international background (OECD-AHE...

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Bibliographic Details
Published inEvolutionary and institutional economics review Vol. 21; no. 1; pp. 47 - 80
Main Author Yagi, Kiichiro
Format Journal Article
LanguageEnglish
Published Tokyo Springer Japan 01.04.2024
Springer Nature B.V
Subjects
Associations
Colleges & universities
Committees
Core curriculum
Councils
Economic history
Economic Theory/Quantitative Economics/Mathematical Methods
Economics
Economics and Finance
Economics education
Fisheries
Higher education
History of Economic Thought/Methodology
Learned societies
Political economy
Political Economy/Economic Systems
Quality control
Quality standards
Science
Social Policy
Society
Standardization
Japan
A11
A22
A12
B4
Generic skills
B5
Economics education
Above contents skill
Standardization
Pluralism in economics
Subject-specific skills
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Summary:A dispute over economics education occurred in Japan in 2013 when the draft of the Reference Standard for Economics Education (RS Economics) of the Science Council of Japan (SCJ) was known to non-mainstream economists. This article reconsiders this dispute with its international background (OECD-AHELO, Bologna Process, QAA's Subject Benchmark Statement for Economics in the UK). OECD's AHELO project could not proceed from its Feasibility Study to Main Study. QAA's SBS Economics has made considerable concessions to the pluralistic opponents of mainstream economics. Confirming a paradigm shift in assessing the outcomes of higher education, the author critically examines the opposition scheme between Pluralism and Standardization around economics education. Further, he suggests the possibility of developing undergraduate-level economics education in the "universal stage" of higher education in the direction of resurgent general education (liberal arts study).
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:1349-4961
2188-2096
DOI:10.1007/s40844-023-00263-x