東京都の教育改革 : 分権改革下における教育と教育行政の専門性・自律性をめぐって(<特集>国家の教育責任と地方分権 : 「学校」の変貌を問う)

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Devolution Reform since the end of nineties prompts local governments to tackle educational reforms independent from Central Government. Tokyo Metropolis is remarkable among those local governments. (1) High school absorption and reorganisation Tokyo Metropolitan Board of Education started an extensive scheme to absorb and reorganise public high schools in 1997. While the scheme is abolishing 67 of full-time schools and 54 of part-time (evening) schools, it is establishing 50 of "new type" schools. TMG's restructuring policies of public services eagerly prompt the scheme. (2) Reform of school management and personnel administration of teachers TMBE are adopting new school management policies, which are based on New Public Management. Firstly, they are concentrating the function of planning and decision making to the top management section (Tokyo Metropolitan Office of Education). Secondary, to establish principals' leadership, they are reorganising school structure along with introducing School Management Plan. They introduced middle management teacher post (shukan). The principal is obliged to make SMP accordant with TMOE's policies and guideline. SMP must include midterm (3-5 years) objectives and annual targets TMBE introduced a new system of teacher evaluation in 2000 that was the first among local governments. (3) Conservative and nationalistic policies Since Shintarou Ishihara acceded Tokyo Metropolitan Governor, the policies are declining to conservative and nationalism. TMG launched a conservative campaign of child discipline (Kokoro no Tokyo Kakumei) in 1999, and TMBE introduced an ultra-nationalistic textbook to Metropolitan Schools for Disabled. (4) Reorganisation of Metropolitan University and Colleges. In August of 2003, TMG suddenly abolished the reorganisation plan of Metropolitan University and Colleges, which had been discussed and agreed between the university, colleges and TMG. TMG declared that the new plan is to abolish present university and colleges, and to establish New University, which is independent from present ones. Those educational policies of TMBE are strongly influenced by general administrational policies of TMG. Financial situation is prompting to high school absorption. Personnel management systems for teachers are based on that of general administrative personnel. The proportion of teachers among executives of TMOE has been reduced since nineties. Though teachers, especially principals, used to have certain influences to educational policy making process, they are excluded from the process. Educational administration of local governments used to be independent from general administration, which was partly because of strong central control. Devolution Reform encourage local government to have independent policies of education, which have a possibility to enrich local democracy of education/educational-administration. However, in Tokyo case, Devolution also has jeopardy to reduce professional group's (teachers' and professional educational administrators') power and to destroy the autonomy of education/educational administration.
日本教育学会の論文
2004-03-30

東京都の教育改革 : 分権改革下における教育と教育行政の専門性・自律性をめぐって(<特集>国家の教育責任と地方分権 : 「学校」の変貌を問う)

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