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A Study on the characteristics of education policy changes in contemporary Japan : from a historical and analytical perspective

当代日本教育政策变迁特征研究：历史与分析的视角

基本信息

批准号：
15530495
负责人：
OGIWARA Yoshio
金额：
$ 1.41万
依托单位：
Joetsu University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2005
项目状态：
已结题

项目摘要

Although there had been repeated attempts to execute drastic changes of Japanese education policy in the 1970s,1980s and 1990s, substantial changes were realized for the first time in the second half of the 1990s. Why did the changes occur not in the 1970s or 1980s but in the late 1990s? This study aimed to explain this question using a framework in the form of a distinction between content of the policy and its form.Policy content is defined by the relationships linking discursive categories such as institutional concepts, agencies and subjects. These category relationships represent power relations on the basis of which a particular policy is formulated. Policy form is concerned with the modes of legitimate communication that convey and realize category relationships incorporated into policy content. In line with a change in external power relations, the content of education policy has actually changed since the late 1990's as a result of new forms of policy-making that enable the Ca … More binet to exert stricter control over Ministries.This study also focused on internal factors within the Ministry of Education that enable it to change its former policy. The study distinguished between the Minister's Secretariat (MS : ‘kanbou') and other bureaus (‘genkyoku') such as the Elementary and Secondary Education Bureau. These two types of units entail an organizational difference in responding to a demand for changes. The main role of the MS is to exercise a comprehensive coordinating function over various bureaus in the ministry (‘kanboukinou') and thus the MS is more flexible to adapt to policy change than the other bureaus. The research showed that it was not until the late 1990s that the MS properly performed its coordinating function relying on its high status among the bureaus as well as its reinforced organization structure. It can be concluded that the MS's function inside the Ministry was an important determinant of the policy changes during the same period, which were not explained solely by external, governmental forces. Less

虽然在1970年代、1980年代和1990年代，日本教育政策曾多次试图进行重大改革，但在1990年代后半期，第一次实现了实质性的改革。为什么这些变化不是发生在20世纪70年代或80年代，而是发生在20世纪90年代末？本研究的目的是解释这个问题使用的框架，在形式上的区别的政策的内容和它的形式。政策的内容是由连接的话语类别，如制度概念，机构和主体的关系定义。这些类别关系代表权力关系，在此基础上制定特定的政策。政策形式关注的是传达和实现纳入政策内容的类别关系的合法沟通模式。随着外部权力关系的变化，教育政策的内容自20世纪90年代末以来实际上已经发生了变化，这是由于新的政策制定形式使教育政策的内容能够在教育领域发挥作用。 ...更多信息这项研究还侧重于教育部内部使其能够改变以前政策的因素。该研究区分了部长秘书处（MS：“kanbou”）和其他局（“genkyoku”），如小学和中学教育局。这两种类型的单位在响应变革需求方面存在组织差异。MS的主要作用是对该部的各个局（“kanboukinou”）行使全面协调职能，因此MS比其他局更灵活地适应政策变化。研究表明，直到20世纪90年代末，MS才依靠其在局中的高地位以及强化的组织结构适当地履行其协调职能。可以得出结论，卫生部在该部的职能是同一时期政策变化的一个重要决定因素，而这并不能完全由外部的政府力量来解释。少