新教育基本法下の教員政策 : 行政制度(政策)改革を中心に(III <特集3>新教育基本法下の教育政策)

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  • Educational Policy Reform under the Revised Fundamental Law of Education Systemic Reform of Educational Administration and Policymaking Process(III <Special Papers 3>Educational Policy under Revised Fundamental Law of Education)
  • 新教育基本法下の教員政策--行政制度(政策)改革を中心に
  • シン キョウイク キホンホウカ ノ キョウイン セイサク ギョウセイ セイド セイサク カイカク オ チュウシン ニ

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This paper analyses the effects of decentralization on the educational policymaking process where the transition to planned administration is under way. Through the amendment of the Fundamental Law of Education in 2006 and enactment of 2007 Educational Reform Acts, some policymakers pursued the introduction of management by objective into educational policy and the erosion of the independence of educational administration. Compared with other policy areas, transition to well-planned administration has not made progress in education. The formulation of the Basic Promotional Plan for Education is most representative policy for a well-planned administration. The Plan intends to centralize policymaking in education and to promote bureaucratic-oriented policy. On the other hand, a well-planned administration requires educational bureaucrats to adjust their own plans consulting with legislative section or other policy areas through policymaking process. The amendment of the Local Educational Administrative Organization and Operation Law goes against the recent policy trend to weaken the autonomy of educational policy area. Rather, it gives more power to educational administration such as the Ministry of Education, Culture, Sports, Science and Technology (MEXT) and local educational committees. Under the wave of promoting well-planned administration, there are struggles between educational bureaucrats and other policy actors to take the initiative in policymaking and keep independency of educational administration.

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