A Study on the Transformation of Schools and Other Forms of Education and the Regeneration of Educational Relationship in Communities

本研究旨在探讨自2000年1月修订《学校教育法实施条例》以来，学校辅导员制度得以建立以来，家长和居民(子女)参与学校管理的现状和挑战。这证明了以下三点：1 4月1日，群马、岐阜县、三福县、志贺县、大分县、高知县、东京都、长崎县、冲绳县全部都实行了学校辅导员制度；2001.2年度，除东京、长崎、冲绳县外的6个县县进行了“学校辅导员(及类似)制度设置情况调查”。根据这项调查，在“学校目标和教育计划”、“学校行政总则”、“学校事件”等问题上，学校与导师进行了讨论，并将导师的意见反映到学校行政中。学校被认为是有意义的学校导师。3然而，也有许多挑战。首先，由于缺乏对保密信息保护义务的规定，使得讨论的内容受到限制。其次，由于预算不足，学校无法支付导师的报酬。顾问提出的实施计划的预算不足，可能是这一制度无效的原因。第三，学校很难将学校顾问与现有的家庭教师协会等组织区分开来。这些挑战有可能在没有任何紧急措施的情况下威胁到学校辅导员制度和制度本身的有效性。虽然本文试图澄清学校辅导员制度的现状和挑战，但尚未审视措施解决的挑战。这项研究的进一步方向将是审查措施和调查其他领域。此外，本研究还在特定地区进行了实地调查，以找出建立参与制的因素和管理参与制的重要性。将继续进行实地考察，并对此进行检查。

The purpose of this study was to examine the situations and challenges of parent's and resident's (children's) participation in school administration since school advisor system has been able to set up because of revised enforcement regulatons of schoool education law in January 2000. This was proved those three things as follows ;1 School advisor system was in effect of all prefecture schools in Gunmma, Gifu, Mie, Shiga, Oita, Kochi, Tokyo, Nagasaki and Okinawa at April 1st, 2001.2 "Survey on the set up situation of school advisor (and similar) system"was conducted in six prefecture except Tokyo, Nagasaki and Okinawa. According to this survey, school has been discussed with advisor and reflected advisor's opinion into school administration on the issues of "school goal and educataonal plan", "school administration general", "school events"and so on. School was found school advisor to be meaningful.3 However, there were many challenges. Firstly, the lack of regulations of the duty to protect privileged information caused contents of discussion to be limited. Secondly, school could not pay reward for advisor because the budget was insufficient. Lacking of the budget of carry on the plan, which proposed from advisor, may be this system ineffective. Thirdly, School had a difficulty in distinguishing school advisor from existing organizations such as PTA. It is possible that these challenges threat effectiveness of school advisor system and system itself without any urgent measures.Although this tried to clarify the situations and challenges of school advisor system, it has not examined measure solviig challenges yet. A further direction of this study will be examined the measures and surveyed other areas. Additionally this study also did fieldwork in specific areas to find factors of eestablishing and importance of managing participatory system. Fieldwork will be conducted continuously and examined this.