オーストラリア首都直轄区の学校評価に関する考察 : 自律的学校経営における学校評価の役割に着目して

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Currently in Japan it is said that self-management of school is important in order to cope with educational problems. However it is not easy to realize self-management of school. How can we realize self-management of school? In other words, what kind of system is needed for the self-management? This article tries to answer this question by studying the School Review in Australian Capital Territory. The characteristic of educational administration in Australian Capital Territory has been the devolution of authority to schools since 1970s. But the problem was low quality of education in some schools. This was because the school management became so called routine work. In order to solve this problem, self-management of school is needed and School Review was introduced in 1990 as a system to ensure the self-management. School Review is the regular and systematic examination of the important aspects of school, that is, its key inputs, processes and outcomes. It is about six months devoted to reflection and analysis within five years based on collaboration between school and administration. The significance of School Review is to stimulate school management and to realize self-management of school. It is said that a process of school management in a year is P-D-S cycle, but by introducing School Review, the process can be S (School Review)-P-D-S(1st year)-P-D-S (2nd year)-P-D-S (3rd year)-P-D-S (4th year)-P-D-S (5th year). Teachers are also stimulated by School Review, because their outcomes of works are examined within five years regularly. By doing so, School Review keeps quality of education without strong control from administration. In other words, School Review is a system which ensures quality and diversity simultaneously. I think that such a unique system gives a suggestion to educational administration reform in Taoan.
日本教育経営学会の論文
1996-06-01

オーストラリア首都直轄区の学校評価に関する考察 : 自律的学校経営における学校評価の役割に着目して

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