教育委員会の実証的研究と教育行政改革(教育行政研究と教育行政改革,I 年報フォーラム)
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概要
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This paper aims to discuss how the related research on the real situations of the board-of-education system has contributed to policy making conducted by the national advisory councils (e.g., the Ad Hoc Council on Education, the Central Education Council). Attempts were made to examine the three dimensions of the function of the board-of-education system : (1) Policy decision-making by the board of education, (2) policy implementation by superintendents and their officials, which are the subsidiary organs of the board of education, and (3) policy outcomes and impacts (that is to say, modifications concerned with public education made by policy decision-making and implementation). Very little research has been conducted to date on both policy decision-making processes and outcomes. Research on policy implementation, despite its abundant amount, has not been developed in a systematic fashion. Consequently, such research has failed to provide the advisory councils with any reliable findings and information which would enable them to recognize the real settings of the board-of-education system. In addition, such research has failed to draw any determinant factors attributable to the dynamics of the system in the real sense of the word, which form the foundation in order for the advisory councils to design effective reform plans. This is partly because the researchers of policy decision-making processes have seldom tried to analyze the factors of its dynamics, and partly because only one of the factors, which has been assumed to make attributions to the actual setups of performing their duties for superintendents and supervisors, was the population of individual cities, towns or villages where the board is established. It may be concluded in sum that a survey of research to date has not necessarily been contributable to the policy making of the board-of-education system conducted by the advisory councils. One of the major reasons is that as pointed out in the present paper, a well-defined framework for analysis has not been developed as yet in each of the related research.
- 日本教育行政学会の論文
- 1998-10-17
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