著者

橋野 晶寛

出版者

一般社団法人 日本教育学会

雑誌

教育学研究 (ISSN:03873161)

巻号頁・発行日

vol.83, no.3, pp.315-323, 2016-09-30 (Released:2016-12-14)

参考文献数

28

著者

橋野 晶寛

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢 = The journal of educational administration, Graduate School of Education, the University of Tokyo (ISSN:13421980)

巻号頁・発行日

no.40, pp.111-128, 2020

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研究ノート

著者

川上 泰彦 橋野 晶寛

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.78, pp.235-255, 2006-05-31 (Released:2011-08-04)

参考文献数

25

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The recent tendency toward diversification of the educational policy among local governments makes research about the policymaking process important. In particular, Special Zones for Structural Reform (Kozo Kaikaku Tokku) stimulate municipal governments through deregulation. This paper analyzes the factors that lead to differences in educational policy output via Special Zones for Structural Reform.The authors focus on two respects that have not been sufficiently analyzed in prior studies on the educational policymaking process. The first is the relationship among actors. All prior research has reduced the unit of analysis to individual actors, but it has not reached conclusions on the puzzle of “who is the most influential.” The authors of the current study strategically avoid this problem by looking not at the behavior and attributes of individual actors, but at the relationships among actors such as school principals, mayors and local assemblies. The second is the institutional context. Municipal organizations (governments and educational boards) are nested in the institutions of prefectures, and this study explicitly assumes that the differences between the exogenous institutions of educational administration set up by prefectural governments lead to the diversification of the municipal policymaking process and policy output.The study examines the above two factors quantitatively. Bayesian methodsare used to analyze the population data of municipalities. The dependent variables are the introduction of new educational policies via the admission of Special Zones, and proposals for new educational policies. The following results are obtained by fitting the Bayesian hierarchical heteroskedastic binary probit model.As the size of the network among principals grows, communication among them becomes diluted, so it becomes more difficult to suggest and adopt new educational policies.The relationship between the mayor and members of the local assembly has a major impact at the stage where new educational policies are suggested. The larger the distance between the preferences of the mayor and the assembly members is, the smaller the likelihood that new educational policies will be suggested. In other words, the educational board-the agent of political actorshas autonomy when educational policy does not change at the mercy of political actors, and greater distance between the mayor and assembly members brings about a loss in the consistency of agenda setting by political actors.The institutional factors-rules governing personnel changes and the allocation of educational administration staff-are influential in proposals for new educational policies. Major personnel changes amplify the effect of the network size among principals, and end up diluting the density of communication and preserving the status quo in municipalities.

著者

神林 寿幸 橋野 晶寛

出版者

日本教育行政学会

雑誌

日本教育行政学会年報 (ISSN:09198393)

巻号頁・発行日

vol.46, pp.213-214, 2020 (Released:2021-10-12)

著者

橋野 晶寛

出版者

日本教育行政学会

雑誌

日本教育行政学会年報 (ISSN:09198393)

巻号頁・発行日

vol.42, pp.69-85, 2016 (Released:2019-03-20)

参考文献数

24

被引用文献数

1

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This paper examines the relationship between the empirical policy research and the education finance and education policy process, and clarifies the agenda of future research.“Evidence based policy” has been advocated in the context of today's political decision making everywhere. The area of education policy is no exemption. At the end of 2015, The Council on Economic and Finance Policy announced the “Action Program for Economic and Fiscal Revitalization” that emphasized the necessities of visualization of the financial input and policy output, concretization of “key performance indicators”, and research between inputs and outputs.High quality data and empirical research are the necessary conditions of evidence based policy but not sufficient conditions. We can learn lessons from the past experience of the US education policy process. The politicization of policy research and evidence has been frequently observed in the context of the plural democracy of the US. We can find some reasons for the politicization of the empirical policy research. First, the evidence on education policy and finance is fragile, the policy effects are subtle, and this indecisiveness urges the political actors to take advantage of the evidence. Second, the methodology of quantitative analysis is much easier than in the past because of the lower cost of computers and easy-touse statistical packages. In spite of the greater technical sophistication, the risk and danger of misuse of the statistical techniques has become more pervasive. Third, as the outstanding nature of the field of education, the discrepancy of the knowledge between the policy researchers and the practitioners has been a serious problem.The methodology of the policy evaluation, especially the analysis of treatment effects on the program evaluation, is too sophisticated for outsiders today to understand. However, this does not mean that the arguments about it are merely technical, or not the concern of persons on the street and practitioners because they has important policy implications. At least, the significant issues we seriously have to consider are the objects for evaluation―program or organization, which do we intend to evaluate?―, the difference between the (quasi-) experimental methods and the theory based “structural” methods, the relationship between internal validity and external validity, the consideration of noncognitive skills as the policy outputs.Based on the above, for sound“ informed democracy” and controlling the politicization of the empirical policy research, we need to consider both the object-level issues regarding the implications of methodology and meta-level issues regarding evidence based education policy process.

著者

橋野 晶寛

出版者

日本教育社会学会

雑誌

教育社会学研究 (ISSN:03873145)

巻号頁・発行日

vol.84, pp.185-205, 2009-05-31 (Released:2018-05-01)

参考文献数

29

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Despite the recent vigorous debate concerning the necessity for further increases in educational expenditure, the basic questions “Is Japanʼs spending on education really low?” and “Does money matter?” have never been examined analytically in Japan. The main purpose of this paper is to carry out a quantitative analysis of the effect and efficiency of educational expenditure in Japan and other developed countries. The paper consists of two parts. Firstly, using OECD expenditure data, I examine the conventional indices concerning educational expenditure and compare Japan and other developed countries using an alternative index. Secondly, I evaluate the effect of expenditures on secondary education and the inefficiencies of OECD countries by employing a stochastic frontier model. The following are the main results of the analyses.As to the comparison, there are some problems with the conventional macro indices such as educational expenditure per student, the educational expenditure-GDP ratio and the educational public expenditure-general public expenditure ratio. I employ the alternative index of Ram (1995) using the residuals of simple linear regression and compare the level of educational expenditures in OECD countries. In terms of primary and secondary education, the level of educational expenditure in Japan is close to the average of developed countries, and is therefore not much inferior to that of other developed countries, contrary to the recent claims concerning public education.The productivity of educational expenditure is evaluated in the light of two points: mean level and equity. The output indices of mean level and equity are estimated by the fixed-coefficient regression of the PISA data. The main analyses are conducted using a Bayesian semi-parametric stochastic frontier model which assumes no particular functional form concerning the effect of expenditures and the particular distribution concerning the inefficiencies. In terms of the mean level, an increase in educational expenditures has some positive effect. However, the production function is concave, and therefore there is a tendency for the effect of additional units of expenditure to diminish. The effect of educational expenditure on equity is neither monotonous nor strong. The estimated inefficiencies of each country tell us that there is a considerable gap between best practices and educational practices in many countries, and that the Japanese educational system is relatively efficient in mean level output and inefficient in equity output. These results imply that increasing educational expenditure requires further careful examination and discussion.

著者

橋野 晶寛

出版者

東京大学大学院教育学研究科学校開発政策コース

雑誌

東京大学大学院教育学研究科教育行政学論叢 (ISSN:13421980)

巻号頁・発行日

vol.29, pp.39-50, 2010-03-30

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Equality of Educational Opportunity known as “Coleman Report” had obviously spurred a lot of empirical researches on educational policy. From another side, we can say Coleman Report is the momentum of Coleman’s style of the empirical research on the education and the design of educational institutions. This paper reconsiders the value of Coleman Report from the context of his studies on educational policy and examines implications of his unintegrated faces.// In the methodology of empirical analysis, Coleman had two faces. One was a data-driven conservative empirical analyst with simple methods and little theoretical foundations appeared in his real works including Coleman Report. Another was an empirical analyst with mathematical modeling of social behavior appeared in his ideal of the empirical analysis. In the design of educational institutions, though Coleman’s consistent focus is inefficiency of the organizations of public schools, his design of public school reform has inconsistent, mutually unrelated factors――the incentive-based approach and the creation of social capital. These multiple faces of Coleman can be interpreted as the reflection of the problem of researches on educational policy.