A Comparative Study on The Reorganisation of Secondary Education System ---- focussing on All-Through Education System on Secondary Level --

自国家教育改革委员会在提交给首相的第一份报告中提出设立六年一贯制中学以来，有关人士广泛开展了关于六年全日制中学优劣的讨论。我们组织了一个由24人组成的项目组，试图分析和审视当前中学层面的学校重组趋势，并试图弄清楚美国等10个国家对全日制学校制度的优缺点进行了怎样的讨论。加拿大、英国、西德、法国、瑞典、芬兰、苏联、韩国和中国。在我们的发现中，关于学校制度，每个国家都有自己的理由和历史背景来维持自己的制度。然而，我们可以说，美国和英国都显示出将其体制重组为分裂体制的趋势，法国、西德和北欧国家积极否认全日制，而苏联和加拿大则肯定地保留了全日制。中等教育的另一个重要问题是教育与职业教育或职业教育与普通教育的融合。我们发现的一个显而易见的事实是，一体化问题一直是选定国家追求的共同问题之一，每个国家，无论其政治和教育制度，都采取了自己的一体化政策和措施。

Since The National Council on Educational Reform made a proposal of setting up six-year all-through secondary school, a new type of the public maintained school combined lower with upper secoundary school, in its first report to The Prime Minister, the discussion on the merits and demerits of six-year all-through secondary school has been extensively developed among the people concerned.We organised a project team consisting of 24 members, and tried to analyse and examine the current trends of the school reorganisation on secondary level, and also tried to make clear what kind of discussion has been done on the strength and weakness of all-through school system in selected 10 foreign countries, such as US, Canada, UK, West Germany, France, Sweden,Finland, USSR, Korea and China.In our finding, with regard to the school system, each country has its own reasons and historilcal background to hold its own system. However, we may say both US and UK show a tendency to reorganise their system into the divided one, and France, West Germany and North-European countries positively deny the all-through school system, while USSR and Canada have affirmatively preserved all-through system.Another important issue in secondary education is said the matter of integration of acedemical and vocational, or professional and general education. An obious fact we found is that the issue of integration has been one of the common problem to be pursued among the selected countries, and each country, regardless to its political and educational system, has adopted its own policies and measures for integration.