英国における官民協働による学校経営変革支援政策の特質(III 研究報告)

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The aim of this paper is to examine the theory and practice of the support system for innovations in school management by way of Public Private Partnerships (PPP), considering the policies of the Labour Government from 1997 in England. From the 1980s school-based management or local management of schools has tended to follow global trends. Financial and administrative responsibilities have been devolved to schools, but they have also become subject to external indirect control from the centre in terms of auditing and assessment. Furthermore, under the existing system the inequality of competitive systems and the gaps between successful schools and failing schools have expanded more than ever. Although the New Labour government took over the concept of the Value for Money-management, which originated with the former Conservative Government, they revised that concept and introduced the Best Value Principle which imposes on local authorities requirements in ways related not only to economy, efficiency and effectiveness but also to the high quality of public services. As a result of these considerations, the following points became clear: First, for achieving the Best Value in schools, that is to lead to a rise in educational standards and continuous improvement, the Labour Government enacted Education Action Zones and a Federation of Schools, both of which introduce collaboration with the private sector and networking among schools for sharing good practices. Second, under educational PPP policies, one important point to note in the current management reforms in the presently maintained school systerns is the improvement and change in management practices through the empowerment by private partners. Facing the headteacher isolation problem in change management, the new Labour Government has paid considerable attention to this problem, particularly in two ways: utilizing alliances between and among schools and the Education Management Organization (EMO), a private consulting organization for educational management. We found that, first, the Government has promoted organizational developments to encourage the reform of schools to transform them into learning organizations with EMO's supports. Second, it has also emphasized internal-external alliances with schools and EMOs for the reforms because outsiders can recognize problems much more effectively than insiders, who have a "cognitive inertia." Third, Public Private Partnerships Programmes (4Ps) have been taken away in the case of using it as a support function in "change management." The organisation of these activities is support actions, though this often goes through the information service and is then lobbied to the government. A network organisation is started between the local governments, and the main characteristics are to popularize the structure of organisation learning through mutual interchange, the connection to cooperation, and so on. We can think that this organisation sticks to power, too, as accumulated and that the result becomes a motivating power for the control of a reform, also connected to a qualitative improvement in continuous administrative service. In conclusion, school innovation strategies for the Labour Government tend toward constructing PPP systems for the sake of raising standards and for the continuous improvement of all schools, applying the Best Value Principles. For the purpose of attaining these school innovations, the Labour Government emphasizes the mechanism of "change management" and the support systems through the PPP policy
2004-10-08

英国における官民協働による学校経営変革支援政策の特質(III 研究報告)

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