イギリスの1988年教育改革と教育行政改革(IV 研究ノート)
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概要
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The intention of this paper is to draw upon insights gained from monitoring education reform in England and Wales and to discuss the topics of recent change. During the 1980s a succession of Education Acts considerably changed the nature of schools and their relationships with the outside world. Parents in particular were given more rights and responsibilities, including the opportunity to serve on the governing body of their child's school. The Education Reform Act 1988 (ERA) in particular, by introducing for the first time a National Curriculum, the testing of children at the ages of 7, 11, 14 and 16,and local management (including financial responsibility and the creation of new types of school), was a radical break with the past. My arguements mainly focus upon the local management of schools (LMS). LMS brings a fundamental change in the way schools are financed, organised and operated.lt is likely to provide one of the most significant changes in the English education system. It represents a revolutionary change in the relationship between the central government, the Local Education Authority (LEAs), the schools and the communities which they serve. Traditionally, the Local Education Authority received financial support for education in the form of grants from the central government and was responsible for spending them on the schools. The LEA decided how many staff a school had, how much was spent on books and equipment, how much was spent on maintenance, decoration and heating. The school was responsible for delivering the curriculum within resources provided by the LEA. In short, the LEA retained power over all expenditure decisions, with the school responsible for delivering the curriculum. However, with the LMS this power shifted from the LEA to the individual school level. Schools are now given a total budget figure but, acting within that total, they can allocate a budget between staffing and other resources as they see fit. For example, schools will now determine the number of teachers, bearing in mind other expenditure needs. Thus, the LEA's control over the appropriate mix of resources will disappear. However, by gaining this responsibility, schools will also gain accountability. They can no longer blame the LEA. In this paper I examine the details of LMS and the management issues involved. No one can predict what the full effect of these changes will be but one thing is certain the nature of schools and school management will be very different in future.
- 日本教育行政学会の論文
- 1990-10-05
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- イギリスの1988年教育改革と教育行政改革(IV 研究ノート)