オーストラリアにおけるSelf-Managing Schoolに関する一考察 : 多文化主義政策の観点から(VII 研究報告)
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概要
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This paper explores the connections between the Self-Managing School (SMS) and Multiculturalism in Australia. The aim of this paper is especially to examine how the educational administrative body involves non-English-speaking background (NESB) parents in the decision-making processes in schools. In recent years many Australian school systems have moved towards the self-management approach. SMS refers to a form of educational administration in which the school becomes the primary unit of decision-making. It differs from more traditional forms of educational administration in which a central bureacracy dominated the decision-making process. In the case of Victoria, the Government has introduced some important changes designed to help more parents and community menbers get involved and contribute to their school's future. Parents have been recognized as partners, with teachers, in affecting educational outcomes, and have been given shared responsibility for making decisions about schooling. Government schools in Victoria are responsible for developing their own education programs within the policies and guidlines which apply to all State schools. Each established local school in the State education system is governed by a school council. School councils are corporate bodies (legal bodies) constituted under the Education Act. A strong relationship between each school and its community is seen as essential to effective learning and to community support for State education. The school council is seen as a mechanism for strengthening this relationship. It is proposed therefore that school councils will decide the major directions of the school program by their involvement in the determination of curriculum objectives, by the use of the resources available to the school and in broad organizational policies. The school council's role in shared decision making concerns such areas as curriculum, finance, facilities, community relations and the selection and employment of certain non-teaching staff. NESB parents experience a number of difficulties when attempting to participate in the schools decision-making processes. In Victoria, in response to the publication of the Ministerial papers and as a result of concerns voiced within Ministerial advisory committee on multicultural and migrant education (MACMME) and other bodies regarding the difficulties experienced by NESB parents when participating in schools, MACMME initiated, in 1984, two. projects '. the parent participation project and the bilingual information officers project. The main aim of the parent participation project was to investigate ways to facilitate NESB parent paticipation in education decision-making. As part of an examination of resources necessary to promote participation, three bilingual information officers were employed and placed in schools, with the brief-to assist parents to participate in the decision-making processes in schools. Though it can't be said that multicultural education policy has given rise to SMS in Australia, it appears to be a propulsive force for developing SMS. In a multicultural or multiethnic society such as Australia, it is necessary to construct the educational administration or system based on smaller units (such as the school) in order to cope with ethnic minority needs.
- 日本教育行政学会の論文
- 1995-10-05