戦後日本の教育政策

数量化理論による決定関数の推定

抄録

The system idea may be applicable to the education-policy decision process. The system, in general, is perturbed by its environments, variously called system forcings or inputs, and also the system responds to its environments, called outputs or responses. In this sense, the major function of system is to respond to an arbitrary input. Thus, the system output is represented as a function of its inputs.
With regard to the educational-policy decision system, this input-output function can be termed as a decision function of educational policy. However, if the policy making is defined as the choice of a specific policy-plan out of alternative plans, it can be termed as “a preference of educational policy”. The estimation of this function is to analyze and clarify the preference of the educational-policy decision system for the specific values.
This article aims to illustrate and estimate the decision function of the Japanese educational policy after World War II by using the quantification theory I. In this analysis, the policy-plan is adopted as an input variable, and its degree of realization as an output variable.
The main f indings are as follows:
1) The realization of the policy-plan is much determined by the plan-maker or the plan-making group.
2) If the contents of the educational policy-plan are progressive, that plan is hard to be realized; but if the contents are conservative, it is easy.
3) The plan, which is based on the description and illustration of facts or evidences (such as past cases, cases in foreign countries, quantitative data, etc.), is easy to be realized.
4) If the description of the plan is long, and if it refers to the various aspects of the educational policy, the degree of realization is relatively low.