An International Study on Practices of Alternative Education and Its Administration

本研究的研究结果总结为最终报告。报告第一部分通过对美国、加拿大、韩国、荷兰、俄罗斯等国的实地考察，介绍了替代性学校的实践与理论，以及替代性学校的结构、制度和管理。第二部分从国际比较的角度分析了替代性教育的一些特点。它审查了“另类学校”一词的定义和解释。在研究了现代背景下替代性教育的特点之后，作者转而确定了与几个国家的替代性学校和学生数量有关的量化数据。分析的结果表明，在一些国家，在已建立替代学校教育流的国家， ...更多信息 第三部分还概述了不同国家关于替代教育的法律法规、指导方针、认证标准和评估标准。此外，最后一章介绍了“质量保证”的关键概念，以及关于替代性教育内容的各种规定，并说明了一些国家如何确保替代性学校的质量。在此基础上，作者阐述了实施替代教育的四种方式：1）积极支持/控制管理; 2）消极支持/干预管理; 3）消极支持/放任管理; 4）积极支持/关怀管理。本文从日本等国近年来的教育动向出发，着重论述了第一、第三类问题。与此同时，他试图寻找实现第四种类型的可能性。少

The research results of the study are summarized as a final report. Within Part I of the report, the chapters introduce practice and theories as well as structure, systems and administration of alternative schools by making the most of field surveys including interviews in America, Canada, Korea,the Netherlands, Russia, etc. In Part II, from the international comparative viewpoints the authors analyze some features of alternative education elaborated in previous chapters.Part III is a synthetic part. It reviews definitions and interpretations of the term "alternative school". After examining the special characteristics of alternative education in the modern context, the author turns to identify quantitative data relating to the number of alternative schools and students in several countries. As a result of the analysis, it can be shown that in countries, showing that in countries with an established educational stream for alternative schools, approximately 10-20% of all the schools at … More primary and secondary levels provide some form of alternative education, and that about 10% of school-age children participate in alternative education.Also Part III summarizes laws and regulations, guidelines, standards for accreditation and evaluation criteria concerning alternative education in the different countries. Furthermore, the final chapter takes the key concept of "Quality Assurance" (QA), the various regulations concerning the content of alternative education, and shows how the quality of alternative schools is ensured in several countries. There the author articulates the four ways of administering alternative education : 1) positive support/controlling administration ; 2) negative support/interfering administration ; 3) negative support/laissez-feire administration ; 4) positive support/caring administration. Theauthor stresses the problem of the first and the third type in view of recent educational trends in Japan and other countries. At the same time, he tries to search for possibilities for realizing the fourth type. Less