地方教育行政における二つの二元化と生涯教育の体系化 : 公・私立学校行政と「教育の事業」に関連して(教育改革と行政機構の再編,I 論説)

スポンサーリンク

概要

• 論文の詳細を見る

• In the light of the urgent need for securing education adapted to the social changes and cultural developments of the nation, a Provisional Council on Educational Reform was established in Prime Minisiter's Office in August 1984. The Council suggested in the Reports that one of the fundamental principles of the Educational Reform should be the transformation of educational organization to a system of life-long learning. But it is not easy task to realize this proposal. First of all, we are asked to endeavor to establish a co-ordinated system of educational administration especially at each local government. Because, there are two dualsystems at the local educational administration, namely the dualsystem of school education sector (public and private) and the dualsystem of so-called social education sector (culture-centered and job-centered). After World War II, the system of the Board of Education was introduced to organize and administer education in accordance with an equitable popular will, not subject to an undue control. We believe that educational administration should be decentralized and also should be guaranteed to be independent of general administration. Generally speaking, we are apt to think that boards of education shall supervise every kind of education. But in reality, according to the Law Concerning Organization and Function of Local Educational Administration, public schools come under the jurisdiction of local boards of education, and private schools are supervised by prefectural governors. Children of 65.9% of all kindergarten children and pupils of 33.4% of all upper secondary schools pupils attended private schools at 1 May 1987 in Shizuoka prefecture. Notwithstanding, private school are completely independent of the Board of Education. Furthermore, there is a problem of how to define "education". As by the Article 89 of the Constitution enacted, no public money or other property shall be expended or appropriated for any educational enterprises not under the control of public authority. According to the official explanation, the educational enterprise means an enterprise which aims at mental, spiritual and physical development of the people, and an enterprise of mere transmitting of knowledges or skills is not considered the educational enterprise (Memorandum of Law Office, Feb. 1957). Actually, boards of education administer public cultural and social educational institutions and promote cultural and social educational activities, but they do not concern themselves with vocational or job training, or industrial training of adults. And institutions such as vocational training centers are established and maintained by the governors (Prefecture) or the mayors (Municipality). Private schools and vocational training centers are very important educational institutions from the point of view of life-long education or learning as well as public schools and public cultural and educational institutions. Here we have an urgent task how to organize educational administration to systemize life-long learning. And there is a problem who should take the initiative to this task, the Board of Education or the Governor (the Mayor).

• 日本教育行政学会の論文
• 1988-10-11

著者

• 角替 弘志

  静岡大学

関連論文

• 教育課程編成権の主体 : 各国の実例による若干の示唆
• 義務教育における無償制の研究
• (2) 教員給与制度の研究
• 高等教育制度改革の現代的課題 : 教育計画策定の前提として
• 現代公教育の中立性に関する研究
• 義務教育概念に関する研究
• M. アーノルドの中等教育論 : 「中等」教育の概念をめぐって
• (6) 義務教育制度の比較研究
• 地方教育行政における二つの二元化と生涯教育の体系化 : 公・私立学校行政と「教育の事業」に関連して(教育改革と行政機構の再編,I 論説)

スポンサーリンク