著者

小野田 正利

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.39, pp.171-174, 2013-10-11 (Released:2018-01-09)

著者

尾﨑 公子

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.38-54, 2020 (Released:2021-10-12)

参考文献数

2

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This paper focuses on Akashi City's children's measures as a case where“justice”of the administration is embodied in the direction of realizing an inclusive society.Mr. Fusaho Izumi took office as the mayor of Akashi in 2011 and formulated the Fifth Long-Term Comprehensive Plan (2011-2020). It has made children the pillars of the city's government in order to realize an inclusive society in which no one is left behind.There is a wide range of measures for children being implemented. They can be classified into three categories: 1) reducing the economic burden of child-rearing, 2) enhancing social upbringing, and 3) improving the educational environment. How is the justice of“no one left behind” carried out in these measures to help children?The purpose of this paper is to grasp how to carry out the justice of “no one left behind”in these measures to help children through analyzing 1) the principle, 2) the actual situation regarding the organization, budget, and human arrangement to implement children's measures, 3) Mayor Izumi's background, and 4) the opinion of the citizens.The findings of this paper are as follows. The first revealed that Akashi City's children's measures are based on the principles of universal and seamlessness. The universal principle for all children is applied so that no one is left behind. No income cap is set for child-rearing support. Also, the way of establishing a safety net to ensure that no one is left behind is comprehensive and seamless. Akashi city has implemented comprehensive support measures for children to enhance their social upbringing such as the establishment of a child welfare center.Second, the budget for implementing measures to help children doubled and the number of personnel tripled between 2011 and 2019, and the budget and the allocation of personnel showed how to do justice.Third, Mayor Izumi's basic perspective, which puts inclusion as a policy principle, was obtained from on-site recognition backed by the experience when he was a child and a lawyer.Finally, Izumi City government is supported by citizens who wish to create a city that is friendly to children and people with disabilities, and their support is obtained only because it is a city government that responded to their wish.Akashi City's children's measures for all children have had ripple effects such as overcoming population decline and improving the local economy, and have achieved inclusive growth. This case is very suggestive in considering the“justice”of the administration, while pursuing justice that no one is left behind based on universal and seamless principles.

著者

武井 敦史 島田 桂吾

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.50thanniv., pp.57-63, 2016 (Released:2019-03-20)

著者

日渡 円

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.35, pp.201-204, 2009-10-16 (Released:2018-01-09)

著者

荒井 英治郎

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.32, pp.76-93, 2006-10-13 (Released:2018-01-09)

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The purpose of this paper is to analyze the political process surrounding the enactment of the Private School Promotion Subsidy Law ofl975. The Private School Promotion Subsidy Law aims to expand the financial aid program targeted at the current expenditure of private educational institutions including private upper and lower secondary schools, elementary schools and kindergartens as well as private universities. The legislation was initiated by a Diet member belonging to the Liberal Democratic Party (LDP). This paper examines the behavior of the LDP "Bunkyo-zoku" during the legislative process. The term "Bunkyo-zoku" refers to an unofficial clique composed of Diet members sharing an interest in educational matters. Despite the epoch-making nature of this enactment, which set out stipulations concerned with governmental financial aid aimed at alleviating the burden of current expenditure incurred by private educational institutions, most previous research has focused on an analysis, by means of legal interpretation or normative analysis. It has not identified how this law was enacted, what kinds of actors were involved, and what sort of influence they brought to bear on the legislative process. But there can be no doubt that a very important task in research in educational administration is to explain what factors determine the policy-making process in respect of specific policies. It is against this background that this paper has focused on the political process, including in its perspective consideration of the various arguments concerned with giving financial aid to private schools to ease their current expenditure, as well as the political climate at the time concerned. As a result of this analysis, the paper offers the following clarification of the political dynamics and mechanism of the legislative process. The first point is that members of the LDP Bunkyo-zoku gave consideration of the enactment of a bill concerned with financial aid to private schools over a period of many years. The second point concerns the reluctance of the Ministry of Education, Science and Culture to enact provisions regarding governmental financial aid to private educational institutions in respect of their current expenditure at the period of time concerned, and associated with this, the strenuous opposition to enactment by the Ministry of Finance because of their wish to prevent a growing fiscal burden. As a result of the attitude of these government agencies, submission to the Diet was delayed. Thirdly, the factor in the political climate that impacted on enactment was the "balanced strength of conservative and progressive factions". Fourthly, although the legislative bill represented a considerable retreat from the original concept, the law cleared the Diet because of the strong leadership shown by the LDP Bunkyo-zoku, strenuous negotiation with government agencies, political horse-trading with Opposition parties and cooperation with private school-affiliated pressure groups. The aim of this paper was to examine the political factors contributing to enactment of financial aid to private educational institutions. The hypothesis put forward in this paper is the following. The LDP has come to play a leading role in educational policy in general as the predominant political party of Japan. In particular, Bunkyo-zoku, a unique actor, has a major effect on policy-making in respect of private schools. Future tasks comprise an examination of other educational policies concerned with private schools so as to verify the validity of this hypothesis.

著者

青木 栄一 荻原 克男

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.30, pp.80-92, 2004-10-08 (Released:2018-01-09)

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Although several attempts were made to change educational policy in the 1970s and 1980s in Japan, substantial changes were not realized until the second half of the 1990s. Why did the change occur only in the late 1990s? One explanation has been that the Ministry of Education was forced to change its former policy because of external pressures brought by ad hoc committees and councils set up in the cabinet during the 1990s. This argument appears to exaggerate the strong tendency of the Ministry as a whole to preserve the status quo and often ignores internal processes that enable changes in attitudes within the Ministry. This paper attempts to explore such internal factors in terms of the power relationship between various bureaus in the Ministry. The paper focuses on the relation between the Minister's Secretariat ('kanbou') and other bureaus ('genkyoku') such as the Elementary and Secondary Education Bureau. These two types of bureaus entail a difference in responding to the demands for change. In contrast to the other bureaus that are responsible for the implementation of specific policy, the main role of the Minister's Secretariat (MS) is to exercise a comprehensive coordinating function over all bureaus ('kanboukinou') ; and thus, the MS is more flexible when it comes to policy change than are other bureaus. We hypothesized that the MS's coordinating function was strengthened during the 1990s and that this allowed the Ministry to change its overall behavior. To examine this hypothesis, we analyzed the status of the MS within the Ministry concerning three points: (1) changes in the organizational structure of the MS; (2) the career pattern of the Director-General, or the chief, of the MS; and (3) the frequency of contacts between the Director-General of the MS and the Prime Minister. Results of our research found that, first, the sections responsible for investigation, statistics, and policy planning within the Ministry were integrated into the MS by the 1970s; in the 1980s, a Senior Deputy Director-General was newly established in the MS; and the Deputy Director-Generals of the other bureaus were transferred to the MS. These reorganizations reinforced the structure of the MS. Second, through analyzing the career pattern of the people who were appointed as Director-Generals of the MS, the paper demonstrates that, though being equal in rank to other bureau chiefs, the position grew important during the late 1990s in terms of the status which it has related to its influence on the ministry's behavior. Third, whereas there was hardly any contact between the Director-General of the MS and the Prime Minister in the 1980s, such contact sharply increased in the late 1990s. These analyses revealed that whereas the structure of the MS was empowered during the 1980s, the position of the MS's Director-General remained unimportant within the Ministry. It was in the late 1990s that the MS properly performed its coordinating function attaining its high status among the bureaus as well as relying on its reinforced structure. This empowerment of the MS's function then enabled the Ministry to change its policy during the same period.

著者

田中 真秀

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.36, pp.141-157, 2010-10-01 (Released:2018-01-09)

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This paper aims to examine the differences of teacher salaries in public compulsory education schools among prefectures. Two research questions were exmined : 1) What is and entry level teacher's salary prescribed by prefectures for 2007 to 2009? and 2) Can the answer to the first question hold true for the years from 2001? With these questions in mind, the paper discusses the meaning of the differences of teacher salaries among prefectures through a comparison of entry level salaries of teachers with those of general administrative officers among 47 prefectures from 2001 to 2009. The following results were obtained : First, teacher salaries are linked to general administrative officer's salaries. The general administrative officer's salary is determined by ordinance on the basis of city personal authority's advice and city councils ratification based on the price index and the pay level of private companies in each prefecture. Second, this relationship did not change, even when the rate of national grants to compulsory education was reduced from 1/2 to 1/3. Therefore, it seems reasonable to conclude that the main cause of the difference of teacher salaries among prefectures is the public finance circumstance in each prefecture and that the difference does not expand if the rate of national grants to compulsory education was reduced.

著者

清水 一彦

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.20, pp.25-37, 1994

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This paper aims to clarify the present situation and problems of university reform and to predict the transfiguration of universities in Japan. The Standards for the Establishment of Universities in Japan was broadened and simplified in July 1991. At the same time, a system of self-monitoring and self-evaluation was introduced. In response to the revision, each university is currently carrying out its own curriculum improvement and preparation of a self-evaluation system. In this paper the author discusses the most characteristic aspects of this university reform. These are as follows: 1. Improvement of the content and methods of education 2. Flexibility of the credit system 3. Reorganization of colleges of general education 4. Introduction of self-monitoring and self-evaluation 5. Priority policy regarding graduate schools Considering the actual situations of these reforms in Japanese universities, the author points out the diversification of universities as a future direction and the essential need to change faculty recognition as well as to promote so-called FD (Faculty Development) activities in conducting university reform successfully.

著者

小野 まどか

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.44, pp.105-121, 2018 (Released:2019-09-20)

参考文献数

20

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The purpose of this paper is to clarify the characteristics of the Experimental Schools System (ESS) by analyzing the process of establishing it. In particular, this paper focuses on the period from 1971 to 1976. In 1971, the Central Council for Education (Chuo Kyoiku Shingikai) proposed the ‘pilot projects’ (Sendoteki Shiko) in the 1971 report (46 Toshin) . According to previous studies, the ‘pilot projects’ were not implemented. On the other hand, the Ministry of Education, Science, Sports and Culture (MESSC/Mombusho) showed that the ESS was based on the ‘pilot projects’. In this paper, I aimed to explain why and how the ESS was realized.The main findings of this paper are as follows :1) The ESS was implemented by the idea of ‘pilot projects’. Immediately after 46 Toshin was released, the ‘pilot projects’ received positive feedback. In this process, a new organization (Office for the Educational Experimental Schools/Kyoiku kenkyu kaihatsu shitsu) for the ‘pilot projects’ was established, which discussed how to begin the project. However, the project was in danger of not being implemented because of conflicts inside and outside of MESSC.In 1972, the organization added the ‘new curriculum’ to the themes for development. Then they implemented the ESS as the project that developed a new curriculum including the school system. For example, the theme of the project was cooperating with junior high schools, elementary schools or high schools. The ESS was implemented as a trial experiment with the curriculum, not for the reform of the educational system. The reason is that it permits educational experiments across schools while maintaining the established school system. It also permits the use of the existing provision (Enforcement Regulations for the School Education Law Article 26-2) as a curriculum experiment. As mentioned above, the ESS was introduced while avoiding conflict with ‘pilot projects’.2) The ESS has characteristics inherited from the ‘pilot projects’. The idea of ‘pilot projects’, that is ‘consistent education’ and/or ‘segment’ was changed to ‘cooperation’ with each school in the ESS. Thereby, the option of school system reform remained. The purpose of the ESS is experiments with the curriculum as well as experiments with the school system.

著者

高木 英明

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

no.13, pp.260-272, 1987-09-30

著者

喜多村 和之

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.26, pp.28-39, 2000-10-13 (Released:2018-01-09)

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In October 1999, the Minister of Education proposed a drastic change of the legal status of all 99 national universities from the current "governmental institutional establishments" to a new "independent administrative legal person" (Dokuritsu gyosei houjin) status, in other words, "corporatization" according to the overall administrative reform plan of the central government structure. The Association of National Universities has principally opposed this plan. Although this change has been initiated by political forces intent on improving administrative efficiency and financial savings, the proposal that national universities should have more autonomous status independent of direct governmental control has been, however, historically repeated. This is the old and new problem that was proposed by faculty members at the Imperial University and by the mass media even in the Meiji era, just after the founding of the University in 1889. In the 1970s, the Central Council of Education (Chukyoshin) proposed the idea of the same autonomous legal corporatization. OECD Examiners, who reviewed Japanese educational policies in 1971, supported the idea and the Ad. Hoc. Commission for Educational Reform (Rinkyoshin) in 1980s also proposed the legal person status (Tokushu Houjinka). However, all these governmental plans have not been implemented due to strong opposition from national universities, while national universities have not always been successful each time in competing by proposing strong, alternative ideas based on consensus among academic circles. Although it is not yet certain what the result of this conflict between governmerit and universities may be, in June 2000 the Minister of Education decided to implement the shift and the Liberal Democratic Party also supported the idea. This old but new important question, "what kind of legal status and institutional form should there be" requires the answering of the most basic and fundamental question "What is the concept of the university in modern society, and what is the missions of the university?" Unfortunately it seems that both Japanese national universities and the Japanese government have not yet built a raison d'etre for the national universities that is understandable and accountable to the whole Japanese nation.

著者

清水 一彦

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.20, pp.25-37, 1994-10-01 (Released:2018-01-09)

被引用文献数

1

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This paper aims to clarify the present situation and problems of university reform and to predict the transfiguration of universities in Japan. The Standards for the Establishment of Universities in Japan was broadened and simplified in July 1991. At the same time, a system of self-monitoring and self-evaluation was introduced. In response to the revision, each university is currently carrying out its own curriculum improvement and preparation of a self-evaluation system. In this paper the author discusses the most characteristic aspects of this university reform. These are as follows: 1. Improvement of the content and methods of education 2. Flexibility of the credit system 3. Reorganization of colleges of general education 4. Introduction of self-monitoring and self-evaluation 5. Priority policy regarding graduate schools Considering the actual situations of these reforms in Japanese universities, the author points out the diversification of universities as a future direction and the essential need to change faculty recognition as well as to promote so-called FD (Faculty Development) activities in conducting university reform successfully.

著者

内山 絵美子

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.44, pp.62-81, 2018 (Released:2019-09-20)

参考文献数

19

被引用文献数

2

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In recent years, the concept of “classroom standards” has been in widespread use in school education. However, there has been criticism that the standards are likely to undermine the professional autonomy and to impede the professional development of teachers. The purpose of this article is to clarify the actual conditions of the process of making these standards and the way of using them, and to consider the meaning and future issues related to standardization.In this article, first, I describe the characteristics of implementing standards and review some arguments about the standards. Second, I take up two cases. One is the case in which a prefectural board of education collaborated with a university in teacher training in addition to creating and unfurling the standards. The other is a teacher organization which set the standards at both the city level and the school level. Finally, I discuss the meaning and future issues related to the standards from the perspective of the theory of street-level bureaucrats and the concept of local knowledge.Findings from the two cases reveal that the classroom standards can be utilized effectively instead of merely applying the standard to a class without consideration of the educational problems specific to each school, children’s different needs and learning conditions. In the former case, the teacher training in which a team composed of young teachers and senior teachers “think through” a lesson design contributed to enhancing the ability to plan and develop lessons autonomously and to carry out organizational lesson improvement. In the latter case, representative teachers from each public primary and secondary school in the city engaged in the process of setting the standards at city level, and each schools made supplementary standards based on the city level standards. This shows that they can use the standards in the context of the actual situation at their schools under the teaching profession.The adoption of the standards presents issues concerning discretion and control over professionalism. On a relevant note, I discuss the meaning and issues related to the standards from the perspective of street-level bureaucrats and local knowledge. First, the standards can reduce an environmental factors trigger “client domination” by street-level bureaucrats. Secondly, in applying the standard, teachers as street-level bureaucrats can have a function in policy making. At that time, thirdly, in the context of expecting “evidence-based policy and practice in education”, it is important that teachers’ local knowledge is verbalized and translated into explicit knowledge, and furthermore is accumulated as academic knowledge.

著者

宮口 誠矢

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.45, pp.103-119, 2019 (Released:2020-10-02)

参考文献数

22

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This study aimed to reveal a) how homeschooling is regulated and publicly supported in Iowa and b) the significance and problems of its homeschooling system, by reviewing homeschooling provisions of the state law and administrative law.Iowa, which has one of the most complicated homeschooling systems in the United States, offers multiple options for conducting homeschooling with different regulations and public support. Those who choose a less/ more restrictive option, get fewer/more opportunities to receive support from the state or registered district. Thus, Iowa's homeschooling system is based on “the principle of proportionality” between regulations and support. It incentivizes parents to choose options that make it easier for the state to assure adequate education for children through regulations and support, while giving parents the freedom to choose any option.However, this system has the serious problem that parents can choose an option with virtually no regulation. Children who are homeschooled under this option can obtain virtually no public support for their education, and the state has almost no knowledge of which students attend under that option.The comprehensive analysis of Iowa's homeschooling system, both in terms of regulations and public support system, shows that state involvement in children's education is not necessarily incompatible with the parents' freedom if the homeschooling system provides an incentive based on “the principle of proportionality,” as in Iowa, and imposes adequate regulations. This can help researchers and policy makers examine possible homeschooling systems where the state can both ensure the parents' freedom and guarantee opportunities for homeschooled children to receive adequate education.

著者

島 一則

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.44, pp.27-61, 2018 (Released:2019-09-20)

参考文献数

14

被引用文献数

1

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The purpose of this paper is to : ⑴ identify the “Standards” at the national level in the Basic Plan for Promoting Education ; ⑵ clarifying changes of the “Standards” at the national level from the 1st term to 3rd terms of the Basic Plan for Promoting Education ; and ⑶ comparing the standards between elementary / secondary education levels and post-secondary education level, to identify the advantages and disadvantages of the “Standards” at the national level in the Basic Plan for Promoting Education.The Basic Plan for Promoting Education (2008-2012, 2013-2017, 2018-2022) are used as text data, applying the text mining approach. The research results are summarized as follows. ⑴ Section 3 clarifies that there are three types of the “Standards” at the national level in the Basic Plan for Promoting Education (“Law” type, “Guide line” type, and “Index type”) Next identified are the “Index” type of “Standards” at the national level, which represents the national goals of education in a numerical manner, as research objects for section 5 & 6. ⑵ There were huge changes in “Index” type of “Standards” at the national level in both quantitative and qualitative ways from 2008-2012 to 2013-2017, and also 2013-2017 to 2018-2022. ⑶ The “Index” type of “Standards” at the national level were introduced to the Basic Plan for Promoting Education a bit further into elementary / secondary education levels than the post-secondary education level.The “Index” type of “Standards” at the national level may have advantages for promoting some national goals of education, for example the student test scores. At the same time, they have numerous problems : ⑴ inadequate definition of the index problem, ⑵ unstable index problem, ⑶ vague responsible actor problem for index, ⑷ legal compatibility of index, ⑸ integrity among indices, ⑹ validity and reliability of the index, and ⑺ data and statistics for the index.Even though there are many problems in terms of “Standards” at the national level, educational administration research must face and overcome these problems in order to improve the quality of education.

著者

井深 雄二

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.23, pp.55-66, 1997-10-17 (Released:2018-01-09)

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The principle of defrayment of school expenses by the establishers of schools has been one of the basic principles of the educational finance system in Japan since World War II. There is, however, little common comprehension about the significance of this principle, either in the administrative world or in the academic world. In this paper, the significance of this principle in the school system is examined through analysis of the formation of School Education Law Article 5 that prescribes this principle. This sentence of School Educational Law Article 5 reads as follows; "The establishers of schools shall manage the school which they established and defray the expenses of the school except for the cases specifically stipulated by laws or ordinances." The first half of this provision calls for the principle that school management is carried out by the establishers of schools while the latter part is called the principle of defrayment of school expenses by the establishers of schools. It is often said that the principle of defrayment of school expenses by the establishers of schools was valid not only after World War II but also before World War II, even before the establishment of the School Educational Law. However, before World War II, although there were ten types of Imperial Ordinances for schools, the provisions concerning this principle were written in only four Ordinaces: the Elementary School Ordinance, the Youth School Ordinance, the Secondary School Ordinance and the School for the Blind and School for the Deaf and Dumb Ordinance. From this fact it may be deduced that in cases where cities, towns and villages (or prefectures) were obligated to establish schools by the state, these provisions were required specifically, because it was assumed that the affairs of education were those of the state. Accordingly, before World War II, this principle meant that, although the state managed the shcools, cities, towns and villages (or prefectures) were obliged to defray the expenses of these schools. After World War II, responsibility for educational affairs were changed from the state level to the local level by educational reforms as well as local government reforms. The authority for school management, together with responsibility for defrayment of school expenses, has since belonged to the founders of schools as specified in the School Educational Law, Article 5. In this case, the point should be emphasized especially that local education has been separated from the control of the state. It can therefore be said that the principle of the defrayment of shcool expenses by the establishers has come to obtain significance concerning the principle that financially secures the self-governing control of the schools which have been established by cities, towns and villages (or prefectures).

著者

渡辺 恵子

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.47, pp.252-255, 2021 (Released:2023-05-13)

著者

青木 栄一

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.220-223, 2020 (Released:2021-10-12)

著者

有働 真太郎

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.26, pp.70-83, 2000-10-13 (Released:2018-01-09)

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This Study's subject is to clarify characteristic of educational administration in Japan, with investigation of "Sidou" -authority provision for Ministry of Education from the viewpoint of the intergovernmental relationship. The composition of this study is follows: 1. Subject of study 2. Theoretical framework to "Sidou" of Ministry of Education 3. "Sidou"-authority provision, 1949-52 (1) "Sidou"-authority provision in Organization Law of Ministry of Education, 1949-52. (2) "Sidou" -authority provision at section level (3) The system consists of "Sidou" and "Procedure" 4. Conclusion and prospect System of "Sidou" at implementation process of education policy In the first reform after World War II,so many authorities have decentralized from Ministry of Education to the board of education in local government. And intergovernmental relationship in educational administration has been remodeled from "Inspection" to control with legal force into "Sidou" to guidance with superiority and professionalism. So, "Sidou" by Ministry of Education should have started with no compulsory power. But in recent years, the Committee for the Promition of Decentralization pointed that "Sidou" has been taken with compulsory power by local government, and recommended to reform "Sidou" provision. In the Study of Education Administration, the concept of "Sidou" has assumed a complex aspect. But in general, it has been understood as "Supervision". In this concept, the most important part is that Ministry of Education should not employ the power to local public body and the board of education. "Sidou" is not classified the form of legal force. So, it is distinguished from "Inspection", "Administrative disposition" and "Administrative procedure". On the other hand, several recent studies has regarded "Sidou" as "Gyouseisidou" from the viewpoint of function of administrative guidance in policy implementation process. And "Gyouseisidou" usually have no legal basis, but there are some exceptional authority provisions. In some cases, administrator explained this exceptions as the legal bases for "Gyouseisidou". The main object in this analysis is authority provision of Ministry of Education in 1949-52. In 1949, "Sidou" -authority provision has been described to be employ to specially the Board of Education. On the other hand, the sphere of "Sidou" applied to the board of education has not been descriptive at all. In 1952, such a definite methodology has changed to abstract one. "Sidou" has been applied to any parties concerned. After 1952 reform, "Sidou" is generalized in the authority provision of Ministry of Education. In this study, the conclusion is that both "Sidou" -authority and "Administrative Procedure" -authority are situated at the provision of administrative organization and the process of execution, and a certain system consists of them in process of administrational execution. And, financial guidance can be concluded in the system in the cognition local parties concerned. This situation can be regarded as the policy implementation process from a larger perspective. Such a perspective is suggested from several recent studies of "Gyouseisidou". It is useful for investigation "Sidou" -system in the intergovernmental relationship of educational administration in practice.

著者

青木 栄一 塚原 修一

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.38, pp.152-155, 2012-10-26 (Released:2018-04-09)