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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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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Abstract 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).
AbstractList 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).
Author Yagi, Kiichiro
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Cites_doi 10.1080/00346764.2018.1463447
10.1257/jel.20191585
10.1016/S1477-3880(15)30070-0
10.1080/03054985.2014.959912
10.1787/5kghtchweb3nn-en
10.1080/09538259.2018.1426682
10.12987/9780300252767
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References CCE [Central Council for Education: Chuo Kyoiku Shingikai] (2008) Toshin: Gakushi Katei Kyouiku no Kochiku ni mukete (Response: Toward the Construction of the Bachelor Course Education). Tokyo: MEXT [Monbu Kagaku-sho]. https://www.mext.go.jp/component/b_menu/shingi/toushin/__icsFiles/afieldfile/2008/12/26/1217067_001.pdf
QAA [Quality Assurance Agency for Higher Education]A brief guide to quality assurance in UK higher education2003GloucesterQuality Assurance Agency for Higher Education
SkidelskyRWhat's wrong with Economics? A primer for the perplexed2020New HavenYale University Press10.12987/9780300252767
Hodgson G, Mäki U, McCloskey D, et al (1992) The plea for a pluralistic and rigorous economics. Am Econ Rev 82(2), advertisement. International Student Initiative for Pluralism in Economics (2014) “An international student call for pluralism in economics. https://www.isipe.net/open-letter. Accessed 16 May 2023
MearmanAGuizzoDBergerCIs UK economics teaching changing? Evaluating the new subject benchmark statementRev Soc Econ201876337739610.1080/00346764.2018.1463447
BowlesSCarlinWWhat students learn in economics 101: time for a changeJ Econ Lit202058117621410.1257/jel.20191585
OECD (2012b) Assessment of Higher Education Learning Outcomes (AHELO), Feasibility Study Report. Vol. 1. Design and Implementation. Feasibility Study Report, (Executive Summary) https://www.oecd.org/education/skills-beyond-school/ahelo-main-study.htm
SCJ (2010b) Teigen: 21 Seiki no Kyoyo to Kyoyo Kyouiku (Recommendation: Humanities and Liberal Education in the 21st Century). April 5, 2010b. https://www.scj.go.jp/ja/info/kohyo/pdf/kohyo-21-tsoukai-4.pdf
ACE [American Council of Education] and Universities of Canada (2015) Joint letter to OECD Secretary-General Angel Gurría. https://www.insidehighered.com/sites/default/files/files/ACE-UC%20AHELO%20Letter.pdf
JohnstonJReevesATalbotSHas economics become an elite subject for elite universities?Oxf Rev Educ201440559060910.1080/03054985.2014.959912
MearmanAGuizzoDBergerCWhither political economy? Evaluating the CORE project as a response to calls for change in economics teachingRev Polit Econ201830224125910.1080/09538259.2018.1426682
QAA (2023) Subject Benchmark Statement: Economics. (5th ed.) [https://www.qaa.ac.uk/the-quality-code/subject -benchmark-statements/subjectbenchmark-statement-economics]
Parr C (2014)“Manchester students take on economics curriculum in report. Times Higher Education online. https://www.timeshighereducation.com/news/manchester-students-take-on-economics-curriculum-in-report/2012879.article
González J, Wagenaar R (eds) (2008) Tuning the Educational Structure in Europe. 2nd. Ed. Bilbao: Publicationes de la Iniversidad de Deusco. [https://www.ehea.info/media.ehea.info/file/Tuning_project/93/4/Tuning-Universities-contribution-to-Bologna-Process_575934.pdf]
SCJ (2014) Daigaku Kyoiku no Bunya-betsu Shitsu-hosho no tameno Kyoiku-Katei Hensei-jo no Sansho Kijun: Keizai-gaku Bunya (Reference Standard for Designing Curriculum in the Subject Area Economics) https://www.scj.go.jp/ja/info/kohyo/pdf/kohyo-22-h140829.pdf
RobbinsLAn essay on the nature and significance of economic science19352LondonMacmillan
SCJ [Science Council of Japan: Gakujutsu Kaigi] (2010a) Kaito: Daigaku Kyoiku no Bunya-betsu Shitsu Hosho no Arikata ni tsuite (Report: Direction of Disciplinary Quality Assurance in University education). https://www.scj.go.jp/ja/info/kohyo/pdf/kohyo-21-k100-1.pdf
OECD [Organization fie Economic Cooperation and Development] (2011) Tuning-AHELO Conceptual Framework of Expected and Desired Learning Outcomes in Economics. OECD Education Working Papers, No. 59. [EDU/EKP(2011)5] [https://doi.org/10.1787/5kghtchweb3nn-en]
JUAA [University Standard Association of Japan: Daigaku Kijun Kyokai] (2004) Keizai-gaku Kyoiku ni Kansuru Kijun (Standards for Economics Education). University Standard Association of Japan Document No. 59, August 2004. https://juaa.or.jp/common/docs/publication/about/01/keizai.pdf
FreemanAThe economists of tomorrow: the case for a pluralist subject benchmark for economicsInt Rev Econ Educ200982234010.1016/S1477-3880(15)30070-0
OECD (2012a) Assessment of Higher Education Learning Outcomes (AHELO), Feasibility Study Report. Vol. 1. Design and Implementation
QAASubject benchmark statement: economics20072GloucesterQuality Assurance Agency for Higher Education
Yagi K (2015) Keizai-gaku no Sansho Kijun wa Naze Soten ni natta no ka (Why did the Reference Standard of Economics Education become the focus of the debate?). In: Yagi K et al (eds) Keizai-gaku to Keizai Kyoiku no Mirai: Gakujyutsu-kaigi Dansho Kijun wo Koete (Future of Economics and Economics Education: Beyond SCJ’s Reference Standard in Economics). Sakurai Shoten, Tokyo, pp 13–54.
Gurría A (2015) Reply to ACE and Universities Canada. https://www.oecd.org/education/skills-beyond-school/AHELO%20Letter.pdf
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References_xml – reference: FreemanAThe economists of tomorrow: the case for a pluralist subject benchmark for economicsInt Rev Econ Educ200982234010.1016/S1477-3880(15)30070-0
– reference: QAA [Quality Assurance Agency for Higher Education]A brief guide to quality assurance in UK higher education2003GloucesterQuality Assurance Agency for Higher Education
– reference: BowlesSCarlinWWhat students learn in economics 101: time for a changeJ Econ Lit202058117621410.1257/jel.20191585
– reference: SCJ [Science Council of Japan: Gakujutsu Kaigi] (2010a) Kaito: Daigaku Kyoiku no Bunya-betsu Shitsu Hosho no Arikata ni tsuite (Report: Direction of Disciplinary Quality Assurance in University education). https://www.scj.go.jp/ja/info/kohyo/pdf/kohyo-21-k100-1.pdf
– reference: MearmanAGuizzoDBergerCIs UK economics teaching changing? Evaluating the new subject benchmark statementRev Soc Econ201876337739610.1080/00346764.2018.1463447
– reference: Parr C (2014)“Manchester students take on economics curriculum in report. Times Higher Education online. https://www.timeshighereducation.com/news/manchester-students-take-on-economics-curriculum-in-report/2012879.article
– reference: RobbinsLAn essay on the nature and significance of economic science19352LondonMacmillan
– reference: CCE [Central Council for Education: Chuo Kyoiku Shingikai] (2008) Toshin: Gakushi Katei Kyouiku no Kochiku ni mukete (Response: Toward the Construction of the Bachelor Course Education). Tokyo: MEXT [Monbu Kagaku-sho]. https://www.mext.go.jp/component/b_menu/shingi/toushin/__icsFiles/afieldfile/2008/12/26/1217067_001.pdf
– reference: OECD (2012a) Assessment of Higher Education Learning Outcomes (AHELO), Feasibility Study Report. Vol. 1. Design and Implementation
– reference: QAA (2023) Subject Benchmark Statement: Economics. (5th ed.) [https://www.qaa.ac.uk/the-quality-code/subject -benchmark-statements/subjectbenchmark-statement-economics]
– reference: Yagi K (2015) Keizai-gaku no Sansho Kijun wa Naze Soten ni natta no ka (Why did the Reference Standard of Economics Education become the focus of the debate?). In: Yagi K et al (eds) Keizai-gaku to Keizai Kyoiku no Mirai: Gakujyutsu-kaigi Dansho Kijun wo Koete (Future of Economics and Economics Education: Beyond SCJ’s Reference Standard in Economics). Sakurai Shoten, Tokyo, pp 13–54.
– reference: SCJ (2014) Daigaku Kyoiku no Bunya-betsu Shitsu-hosho no tameno Kyoiku-Katei Hensei-jo no Sansho Kijun: Keizai-gaku Bunya (Reference Standard for Designing Curriculum in the Subject Area Economics) https://www.scj.go.jp/ja/info/kohyo/pdf/kohyo-22-h140829.pdf
– reference: SCJ (2010b) Teigen: 21 Seiki no Kyoyo to Kyoyo Kyouiku (Recommendation: Humanities and Liberal Education in the 21st Century). April 5, 2010b. https://www.scj.go.jp/ja/info/kohyo/pdf/kohyo-21-tsoukai-4.pdf
– reference: ACE [American Council of Education] and Universities of Canada (2015) Joint letter to OECD Secretary-General Angel Gurría. https://www.insidehighered.com/sites/default/files/files/ACE-UC%20AHELO%20Letter.pdf
– reference: JUAA [University Standard Association of Japan: Daigaku Kijun Kyokai] (2004) Keizai-gaku Kyoiku ni Kansuru Kijun (Standards for Economics Education). University Standard Association of Japan Document No. 59, August 2004. https://juaa.or.jp/common/docs/publication/about/01/keizai.pdf
– reference: QAASubject benchmark statement: economics20072GloucesterQuality Assurance Agency for Higher Education
– reference: MearmanAGuizzoDBergerCWhither political economy? Evaluating the CORE project as a response to calls for change in economics teachingRev Polit Econ201830224125910.1080/09538259.2018.1426682
– reference: SkidelskyRWhat's wrong with Economics? A primer for the perplexed2020New HavenYale University Press10.12987/9780300252767
– reference: González J, Wagenaar R (eds) (2008) Tuning the Educational Structure in Europe. 2nd. Ed. Bilbao: Publicationes de la Iniversidad de Deusco. [https://www.ehea.info/media.ehea.info/file/Tuning_project/93/4/Tuning-Universities-contribution-to-Bologna-Process_575934.pdf]
– reference: Hodgson G, Mäki U, McCloskey D, et al (1992) The plea for a pluralistic and rigorous economics. Am Econ Rev 82(2), advertisement. International Student Initiative for Pluralism in Economics (2014) “An international student call for pluralism in economics. https://www.isipe.net/open-letter. Accessed 16 May 2023
– reference: OECD [Organization fie Economic Cooperation and Development] (2011) Tuning-AHELO Conceptual Framework of Expected and Desired Learning Outcomes in Economics. OECD Education Working Papers, No. 59. [EDU/EKP(2011)5] [https://doi.org/10.1787/5kghtchweb3nn-en]
– reference: OECD (2012b) Assessment of Higher Education Learning Outcomes (AHELO), Feasibility Study Report. Vol. 1. Design and Implementation. Feasibility Study Report, (Executive Summary) https://www.oecd.org/education/skills-beyond-school/ahelo-main-study.htm
– reference: JohnstonJReevesATalbotSHas economics become an elite subject for elite universities?Oxf Rev Educ201440559060910.1080/03054985.2014.959912
– reference: Gurría A (2015) Reply to ACE and Universities Canada. https://www.oecd.org/education/skills-beyond-school/AHELO%20Letter.pdf
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Councils
Economic history
Economic Theory/Quantitative Economics/Mathematical Methods
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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
Title Dispute on the reference standard for economics in Japan and its international backgrounds: is pluralism vs. standardization an appropriate scheme in economics education?
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