日本における教育財政支出の問題点 : 福祉国家レジーム論を手がかりにして(III 研究報告)
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概要
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Neo-liberal ideology has, according to some observers, recently spread throughout the world because welfare states' governments have failed to resolve serious problems such as unemployment, health problems, pensions, etc. in spite of having a social security system. In Japan, the Nakasone-government established an extraordinary educational council which discussed the educational system and reform. This council influenced later educational councils and educational reforms. The slogans of reform of this council and others can be seen as choices they have made for themselves and as something that is their own responsibility. These educational reforms are the mirror of neo-liberalism, and lead to being expanded or becoming fixed in the social stratification system, some scholars say. Generally, sources of revenue are important when it comes to putting a plan into effect, and the social security system is a kind of administrative tool in need of a source of revenue, not a kind of administration for legal control. We must then focus on the financial system though it has not yet been considered. Regarding education as a means of equalization in society, and thinking that education has the function of welfare, we can then refer to Esping-Andersen's welfare regime model. The indexes of the regime in this model are wholly on expenditure on social security. This paper examines the validity of this welfare regime model in the field of education, making use of cluster analysis. In general, this welfare regime model is can also be adapted to education. According to Esping-Andersen, Japan belongs to a conservative welfare regime because of the character of what could be called its familialism. As a result of cluster analysis, it can be seen that Japan belongs to a liberal welfare regime like that of the UK and USA. The structure of expenditure on education in a liberal welfare regime is similar with that in a conservative welfare regime. But the rate of public expenditure on higher education and the rate of subsidy for private areas of higher education are very different. In a liberal welfare regime, though the former is low, while the latter is a little high. But both rates in Japan are very low. Esping-Andersen said that the structure of welfare institutions and the logic of welfare would not be consistent. In other words, other liberal regime nations have their own logic in terms of educational policy and are different from Japan. The Japanese educational system does not have a satisfactory financial aid system. We have to consider the failure of this system. We can find the problems of our own nation's policy through this kind of international typological research.
- 2004-10-08
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関連論文
- 教職の専門性と教師文化に関する研究 : 日本・中国・イギリスの3カ国比較(III-7 教師(1))
- 教育社会学における実証研究の諸問題 : 教育社会学の自己反省の試み
- 日本における教育財政支出の問題点 : 福祉国家レジーム論を手がかりにして(III 研究報告)