著者

前川 喜平

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.26, pp.68-71, 2019 (Released:2020-06-20)

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In Japan there was no education decay equivalent to what took place in Britain. Japanese schools are not independent corporations like British schools. School choice is not allowed in Japanese compulsory education. These are the reasons why there is no Ofsted in Japan.

著者

小山田 建太

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.26, pp.114-127, 2019 (Released:2020-06-20)

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This paper focuses on the Regional Youth Support Stations(RYSS)project as a public measure introducing the market principle, and clarifies the impact of the project evaluation in quasi-market by reviewing the quantitative data of the RYSS project. In addition, through this analysis, this paper extracts the implications of introducing the market principle to various educational policies. The analysis shows that the RYSS project aims to provide reasonable and efficient business operations based on the specific viewpoint of the RYSS project evaluation. This result also demonstrates the binding force of project evaluations in quasi- markets. However, by sharpening the evaluation criteria, there is a possibility that the institutional features that were originally owned by the RYSS project would be trivialized. From the above findings, there are two suggestions for introducing the market principle to various educational policies. Firstly, educational practices that cannot be standardized to a specific achievement viewpoint would be disregarded with the sharpening of evaluation criteria. Secondly, when setting the specific achievement viewpoints in various educational policies, it is necessary to continue to consider the validity of whether the viewpoints can examine clearly the educational value and outcomes that are expressed by each educational policy or practice.

著者

宮下 聡

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.26, pp.25-41, 2019 (Released:2020-06-20)

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'Zero Tore' (i.e. zero tolerance)Standards are entering school sites like a boom. The standard determines not only the teaching content but also the teaching method uniformly, and creative educational practices made to correspond to the actual individual child are limited. And zero tolerance functions as something that goes beyond the standard without any questions. These can also be described as improper control over teachers who are in charge of education. How has the school changed over time? The words 'consistent instruction' and 'resolute instruction' were used 40 years ago, which was said to be the third delinquent peak. Is there a difference between that and the current 'Zero Tore' Standard? By examining the change of school(old basic education law enacted to realize the ideal of the Constitution, the ratification of the Convention on the Rights of the Child in 1994, revision of the Basic Education Law in 2006, etc.)in conjunction with oneʼs own history, I considered 'just, popular will' and 'improper control' in education.

著者

平野 裕二

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.16, pp.80-88, 2009-07-07 (Released:2017-11-25)

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The third periodic report of Japan, which was due in May 2006, was finally submitted to the UN in April 2008. Not only was it presented behind schedule, the content and quality of the report is no better, or rather worse, than that of the previous two reports. The problems of the third periodic report include the following: (i) it does not provide sincere responses to the recommendations of the UN Committee on the Rights of the Child; (ii) a "rights-based approach" is completely ignored; (iii) it lacks important sets of data, making it impossible to understand children's realities and the effects of the relevant measures; (iv) it reflects inadequate understanding of the basic principles and provisions of the Convention; (v) it does not attempt to learn from municipal experiences; and (vi) it reflects reluctance on the part of the government to have sincere dialogue and cooperation with civil society. It is necessary to adopt a "rights-based approach" in the implementation and monitoring of the Convention. A "rights-based approach" should also be promoted specifically in the perspectives and methods of evaluation of child policies in Japan.

著者

広瀬 裕子 荒井 英治郎

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.25, pp.11-28, 2018 (Released:2019-05-31)

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This paper aims 1) to summarise what kind of research has been developed under what analytical viewpoints in the last 25 years of the Japan Academic Society for Educational Policy, 2) to try to present the basic framework of education policy analysis to contribute to our future researches. The subjects of consideration are the special issue manuscripts and the submitted manuscripts from the Bulletins No.1 through No.24. Eijiro Arai was engaged in task 1), and Hiroko Hirose in task 2). Generally, the research trend was to respond to the changing natures of policies and society. However, it has also been pointed out that the theoretical framework does not catch up with the changes. It is urgent to build a fundamental framework to grasp education policies comprehensively, replacing the outdating Theory of People’s Right to Education. One of the dominant directions may be the expansion of the vision that Isao Kurosaki raised; that is the assemblage of the Sociology of Educational Administration by Munakata Seiya and the Educational Administration Theory by Eiichi Mochida. Keywords: analysis of education policies, fundamental framework, Seiya Munakata, Eiichi Mochida, Isao Kurosaki

著者

浜野 隆

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.14, pp.208-217, 2007-06-30 (Released:2017-12-02)

著者

太田 美幸

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.24, pp.66-74, 2017 (Released:2018-08-27)

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Prejudice and discrimination against sexual minorities has now been recognized as a human rights issue in Japan, but it took a long time to make it the official line. Educational policy studies in Japan have also still not paid sufficient attention to it, but we canʼt avoid being aware of the importance of these issues with deep reflection. Recently, MEXT has issued some circulars regarding special care for LGBT schoolchildren and students. These changing attitudes toward LGBT students are so important to guarantee the rights of sexual minorities and support their safe growth. In consideration of the educational policy and issues surrounding sexual minorities, we should also note that behind these changes there have been considerable efforts, researches and policy proposals by sexual minorities themselves and their supporters. By focusing on their individual experience, we may find complex structure of intertwined issues which include sexuality, gender, social scale, physical disability, mental disorder, religious, regional characteristics, etc. In order to develop educational policy research on gender and sexual orientation diversity, the framework from a variety of aspects needs to be improved. For that, firstly we have to examine the culture of homophobia and transphobia embedded in the mainstream educational researches.

著者

佐藤 修司

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.21, pp.244-245, 2014-07-15 (Released:2017-06-23)

著者

土肥 信雄

出版者

日本教育政策学会

雑誌

日本教育政策学会年報 (ISSN:24241474)

巻号頁・発行日

vol.18, pp.110-116, 2011-07-15 (Released:2017-11-18)

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The reason why I demanded to withdraw the notice "prohibition of a vote by a show of hands in a staff meeting" issued by the Tokyo's board of education is that the notice took freedom of speech and the authority of principal by force. The main function of educational government (the board of education) is to maintain the surroundings of education. It is absolute that educational government must not infringe on the authority of the principal and the content of education, because, educational neutrality will be lost. But recently educational governments have infringed on the authority of the principal and the content of education in many cases. The board of education caused this infringement. On the one hand, the board of education has absolute power and conveys policies down the hierarchy to those lower down. On the other hand, members in the board of education know little about the content of educational matters. So the secretariat of education bureaucratizes. When the board of education works effectively, the members of the board of education fully reflect popular opinion.