著者

酒川 茂

出版者

The Human Geographical Society of Japan

雑誌

人文地理 (ISSN:00187216)

巻号頁・発行日

vol.35, no.2, pp.116-138, 1983-04-28 (Released:2009-04-28)

参考文献数

84

被引用文献数

3

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School districts are one form of social region. The purpose of this study is to consider how primary school districts have been formed in relation to certain factors. It is assumed that the influence of those factors varies with the geographical characters of each region. Therefore, the author divided the case study area (Hiroshima City) into three regions: the region of the old castle town (inner city), the region surrounding the inner city, and the region which has been consolidated since 1971. As a result of this analysis, the formation processes of primary school districts are classified into four types. These types are summarized as follows:In the region of the old castle town (the inner city), it was decided at first that school districts would be the same as each Shoku established by the Daiku-Shoku-Sei. This area consisted of Buke-Yashiki (samurai districts), Machi-Yashiki (Chonin districts), and Shingai (newly opened districts). Though these blocks characterized each Shoku, they were not equivalent to social regions. Afterwards, a lot of primary schools were established. Those school districts were based on population distribution, and their boundaries were natural boundaries in many cases. However, the blocks of this area were changed by war damage and land readjustment after the war. Since then, school districts have been reformed according to the actual circumstances, especially in regard to traffic safety problems of school attendance.There are sprawl areas in both the regions surrounding the inner city and the region which has been consolidated since 1971. In these areas, there had been one school in most of the villages for a long time. Therefore, each school district had been strongly united as the social region. After the war, the population increased and now these areas are contiguous with the inner city. The areas of original villages have lost their meaning as school districts. It is considered that the present school districts are the new social regions replacing the original villages. The traffic safety of school attendance has become the most important factor in the formation of school districts. On the other hand, there are few sites for new schools in these areas. It is difficult to establish new schools as previously planned. This is apt to cause social problems about school districts.In the rural areas within the region, which have been consolidated since 1971, one to three schools were established in each village. However, the population decreased rapidly after the war and a lot of schools were combined. The aim of these school combinations was to maintain a reasonable scale for the schools and to reduce the costs of education. In these areas, school districts have been formed according to the convenience of school attendance. As a factor in the formation of school districts, the existence of transport facilities for school attendance is more important than the distance of school attendance. The Oaza, which is recognized as important territorial relational grouping, has been adopted as the unit of school districts in those cases where the Oaza is contained in one traffic region.There are new towns in both the region surrounding the inner city and the region which has been consolidated since 1971. When these new towns are constructed, primary schools are established intentionally. The factors in the formation of school districts, for example, the population distribution, the distance of school attendance, the traffic safety of school attendance, etc., are considered in the new town planning. Therefore, school districts are expected to become the new social regions from their inception.These results show us that the basic factor in the formation of school districts is the population distribution, and that the traffic safety of school attendance is the single most important and common factor at present.

著者

酒川 茂

出版者

学術雑誌目次速報データベース由来

雑誌

新地理 (ISSN:05598362)

巻号頁・発行日

vol.45, no.2, pp.1-19, 1997

被引用文献数

2

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The purpose of this study is to examine the adult education system from the viewpoint of location and utilization of adult education centres and secondary schools in the U. K. The author intends to compare the adult education programmes, which are related to the urban environments and the locations of the centres in the boroughs of Camden and Kingston upon Thames in London. The centres are classified in two categories; centres only for adult education but originally for other uses, i. e. secon dary schools, ccolleges, libraries, community centres and so on. The subjects offered in the programmes are classified to seven categories; liberal studies, health & sports, foreign languages, test preparation, specialized studies, technical studies and basic skills. The questionnaire survey with respect to after-hours use of secondary schools was given to them and the user's groups in the boroughs. The results are as follows:<br>There are over 35 adult education centres in Camden and 16 in Kingston upon Thames. In Camden, all of the centres were originally for another use; Kingsway College. In Kingston upon Thames, there are 6 centres only for adult education authorized by Kingston Community Education (KCE), Other centres were originally for other uses; 5 for KCE, 2 for Kingston College and 3 for Kingston University.<br>About half of all subjects consists of technical studies and liberal studies in both boroughs. With regard to the location of the centres, there are many subjects such as technical studies and basic skills in north Camden, and there are many subjects such as liberal studies and test preparation in south Camden. In Kingston upon Thames, the curriculum is not so different between various areas in the borough. However, with regard to the 3 authorities, KCE, Kingston College and Kingston University, each imposes a variety of courses. There are many subjects such as liberal studies, health & sports and foreign languages in KCE, test preparation, technical studies at Kingston College, and specialized studies at Kingston University.<br>Within KCE, the number of subjects offered was 1, 182 in 1995/96. There was a wide variety of subjects in all centres, even in small evening centres. From the course timetable, over half of the subjects (637) were provided in the evening (after 18:00).<br>There were 347 subjects in the morning, and 195 in the afternoon. This means that the evening time is important for many students.<br>From the results of the questionnaire survey, secondary schools let out many kinds of facilities (everything except school libraries). Generally, school managers' main concern was not local help for the courses, bututhe maintenance of facilities, especially against violence. Many users' groups answered that than ratio of members who live beyond walking distance to school is larger than within walking distance. In many cases, users' groups rent classrooms, halls and gymnasiums because of the low rental price and their familiarity with schools. It is considered that the location and utilization of secondary school facilities are important for the provision of adult education in local areas.

著者

酒川 茂

出版者

公益社団法人 日本地理学会

雑誌

地理学評論 Ser. A (ISSN:00167444)

巻号頁・発行日

vol.74, no.2, pp.83-99, 2001-02-01 (Released:2008-12-25)

参考文献数

35

被引用文献数

2

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横浜市のコミュニティハウスは,公立小中学校の余裕教室を活用して設置された小規模生涯学習施設である.本稿の目的は,学校との複合施設でいかに生涯学習が展開されてきたのかを,利用者の構成,施設の選択理由および評価についての調査を通して明らかにすることである.利用者の主体は中学校区内に居住する成人女性や高齢者で,施設を選択した最大の理由は自宅に近いことであった.各館ではさまざまな自主事業が実施され,事業への参加を契機にサークル活動を始めた者も多く,職員による支援事業が生涯学習活動の展開に大きな力を果たしてきた.これらの活動には学校設備も積極的に利用されている.学校側がコミュニティハウスの設備や機能を利用する事例は乏しいが,利用者と児童生徒・教員の間に連携も芽生えっっある.複合施設の利点を活かすためには,支援事業をさらに充実させ,学校との連携を進める必要があろう.