イギリスにおける「すべての者に中等教育を」の制度化に関する一考察 : 1944年教育法の成立過程を中心に(V 研究報告)
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概要
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This paper is to examine how the educational policy of "Secondary Education for All" was institutionalized into the 1944 Education Act by focusing on the role of senior officials at the Board of Education. The primary sources used here are materials which I collected at the Public Record Office in London. Firstly, I briefly describe the dual system of public education before the Second World War, and introduce the recommendations of the Report of the Board of Education, Consultative Committee (The Spens Report, 1938) which were a culmination of the discussion of secondary education reform in the Inter-War Period. Although the Board officials opposed the implementation of the recommendations immediately after the publication of the Spens Report, they changed their mind and accepted them after the outbreak of the War. I point out the influence of the War on officials' views of the secondary education reform by showing the memorandum prepared by R. Wood, the Deputy Secretary to the Board. Secondly, I touch upon the discussion among the Board officials concerning the school type of the post war secondary school system, that is, the tripartite system, the multilateral school and the school system that pupils are split into at 13 years of age. Then I examine the implications of the choice of the tripartite system of secondary education saying that the Board officials took conservative measures and think much of the continuation of the pre war education system (especially the grammar school) without drastic change. Lastly, I try to describe the content of the two policy statements of the Board of Education, that is, Education after the War, 1941, and Educational Reconstruction, 1943, and the drafting and passing of the 1944 Education Act. I examine the reasons why this Act does not contain provisions relating to school type and try to answer this question by referring to evidence from R.H. Butler, the President of the Board of Education, who stated that it was largely due to the wisdom of Sir Granville Ram, then Parliamentary Counsel who drafted the Bill. I presume that Sir Ram did so because of the Board officials' agreement to the experiments of the multilateral schools alongside the tripartite system.
- 日本教育行政学会の論文
- 1990-10-05