90年代-教育システムの構造変動

DOI NDLデジタルコレクション Web Site 被引用文献1件
  • 市川 昭午
    国立教育政策研究所・国立学校財務センター

書誌事項

タイトル別名
  • Structural Changes in the Japanese Educational System in the 1990s
  • 90ネンダイ キョウイク システム ノ コウゾウ ヘンドウ

この論文をさがす

抄録

The last decade has witnessed drastic change in the social context within which the Japanese educational system functions. The Cold War came to an end, and the political climate created by the deep rivalry between two major political parties since 1955 finally ended. Moreover, the number of children has fallen steeply, and the distinctive features of childhood have nearly disappeared. A post-job age has dawned, the development of information technology has revolutionized the way we communicate with one another, and mammonism and technocracy have flowered. There has been a profound change in the structures of power, demographics, industry and occupation, and social status, as well as in the values or moral standards shared by people, which should not be confused with fluctuation in standards of income, living, education, or culture.<BR>During the 1990s, the structural changes in these social factors, which are intimately related to input, output, and throughput in the educational process, have shaken the foundations of Japanese educational system in respect to conception, organization, management, and curricula. Competitiveness and individuality has come to take dominance in schooling, and great concern has frequently been expressed over the poor level of students' cognitive skill and scholastic achievements as well as discipline problems in the classroom. While there has been a trend towards deregulation, privatization, and decentralization, which has given wider discretionary powers to local governments and individual schools, demands for accountability have increased in the operation of schools.<BR>Thus, the structural change in the educational system occurred partly in response to the changing social context, but partly from educational policy. Change was frequently understood to contribute to the crisis, but effective measures were rarely taken. Although solutions have been offered, they have proven to be temporary expedients and have not borne fruits. In fact, the situation has deteriorated. In this sense, the 1990s can be regarded as a lost decade in search of educational reform.

収録刊行物

被引用文献 (1)*注記

もっと見る

詳細情報 詳細情報について

問題の指摘

ページトップへ