权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

A Historical-Structual Study on the Organization of French Public Education in the Relationships between State and Local Governments

国家与地方政府关系中法国公共教育组织的历史结构研究

基本信息

批准号：
06610228
负责人：
UMEZAWA Osamu
金额：
$ 1.09万
依托单位：
Shizuoka University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1994
资助国家：
日本
起止时间：
1994 至 1996
项目状态：
已结题

项目摘要

In the first year of this 3-years research plan, I studied historical-structual process of the French compulsory education system in 1880's, which was institutonized and organized by changing from 'un service communal' (a pubulic service of muinicipality) to 'un service d'Etat' (a public service of state). I demonstrated that the legislative process of a series of laws of 1881,1882,1886 and 1889, which estabished not only the compulsory education but also the republic state as 'tutelle de Etat' (a guardian of state).In the second year, I researched how this french educational administartion structure was decentralized by the laws of 1982 and 1983, which abolished 'tutelle de Etat' . However commpulsory education became the public service of 'commune' , now also educational administartion looks like leaving centralized bureaucratic influences.In the last third year, in turn, I looked over the movement of educational reform and decentralization in Japan. After World War II,we had changed from a system of 'Kyoiku Chyokugo (1890)' , under which despotic emperor state ruled public education comletely, to that of the Japanese Constituiton (1946) & the Fundamental Law of Education (1947), under which it decentralized at least legislatively to proper services of local governments. But in fact, 'Monbushyo' has been kept a srong powers on it for 50 years. Nowadays in times of deregulation and decenralization, 'Monbusyou' is going to restructure and reform this powerful character. But in order to acomplish this reform, I insisit that public education should be reconstructed by parent's participation and in the sprits of Convention on the Rights of Child.

在三年研究计划的第一年，我研究了19世纪80年代法国义务教育制度的历史-结构过程，即从“公共服务”（一种公共性的公共服务）到“国家服务”（一种公共性的国家服务）的制度化和组织化。1881年、1882年、1886年和1889年的一系列法律不仅确立了义务教育，而且确立了共和国的“国家监护”地位第二年，我研究了1982年和1983年的法律是如何使法国的教育管理结构分散的，废除了“国家监护”然而，义务教育成为“公社”的公共服务，现在的教育管理也似乎脱离了中央集权的官僚影响。在最后的第三年，我又回顾了日本的教育改革和地方分权运动。第二次世界大战后，日本从专制的皇国统治下的“教育国家”（1890年）体制，转变为至少在立法上将教育权力下放给地方政府的“教育基本法”（1946年）体制。但事实上，《文殊胜》已经在它身上保留了50年。如今，在放松管制和去中心化的时代，“Monbusyou”将重组和改革这个强大的角色。但为了完成这一改革，笔者主张在《儿童权利公约》的精神指导下，通过家长的参与来重构公共教育。