地方分権化時代における市町村教育委員会と学校(地方分権政策下における自治体と学校,I 年報フォーラム)

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The aim of this paper is to consider the relationship between public schools and municipal boards of education in an era of the decentralization of power in terms of school administrative regulations, school budgeting, and school accountability, based on nationwide research administered by our research team. As a result of these important considerations, the main points that were clarified were as follows: First municipal boards of education need to promote the delegation of much more authority to public schools regarding school budgeting, personnel and curriculum. School principals, in particular, want to have much more authority over school budgeting, including the principal's discretionary budget, as well as authority over personnel transfers. In order to increase the independence and the autonomy of public schools by enlarging these discretionary powers of principals, there is a need to drastically review school administrative regulations, taking into consideration regional characteristics and the actual conditions in schools. Second, public schools must bear much more of the responsibility for explaining school performance and its results as more authority is delegated to them, thereby enlarging their responsibilities. In order to fulfill these needs for school accountability, schools need to not only positively facilitate evaluations participated in by students, as well as outside evaluations, but must also effectively work to improve the school by making more efficient use of school evaluations for personnel management, resource allocations, and school support from the municipal boards of education. To achieve these aims it is necessary, above all, to fully equip the central office with specialists professionally engaged in organizational development, policy evaluation, school evaluation, and so on. The financial basis for the personnel repletion in the central office also needs to be seriously considered by reviewing the establishment units of the board of education (viz., the consolidation of municipal corporations). Third, we have to seek out new roles and functions for municipal boards of education, discussing the problems of authority distribution among the prefectural government, basic local governments (cities, towns, and villages), and public schools, the problems of authority distribution between the board of education and the head departments of municipal governments, and the problems of the commission for nongovernmental organizations of educational affairs, such as social education and so forth. In sum, while municipal boards of education are now delegating as much of their authority as possible to the public schools, they also need to establish an accountability system in which public schools can demonstrate the accomplishment of their responsibilities by results, for example, by providing adequate information, recommendations, and advice to schools, based on evaluations or strengthening of the functions of policy evaluation and school evaluation as well as policy formulation.
日本教育行政学会の論文
2003-10-17

著者

河野和清
広島大学

地方分権化時代における市町村教育委員会と学校(地方分権政策下における自治体と学校,I 年報フォーラム)

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