The purpose of this paper is to take up two phenomena i.e. the scaling down of school's size" and the expansion of the school attendance zone (caused by the decreasing birth rate), and to clarify the influence that those phenomena give to "Cooperation between the home, the community and the school." Also, whether or not the school management participation system and school support programs are effective is examined. The results are as follows. 1. The practice of "the policy of Cooperation between the home, the community and the school" is positively implemented in the small-scale school, since it has been recognized that it is effective for the survival of the school, the complement of the educational function and the improvement of school management. 2. The attendance zone's expansion by the combination and reorganization of schools spreads geographic and psychological distance between "the school" and "the home and community", and it makes the activation of the community difficult. 3. The school management participation system has the possibility of stimulating the community activation, if it is installed after combination and reorganization of schools. 4. The obtainment of the volunteers becomes a problem for the school support programs. This problem is mainly observed in the small-scale schools that are in remote places. Only, the school support programs may demonstrate the effect in the school after combination and reorganization.

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Taking as his subject of research the educational policies in the aging and declining birth rate society, Seiya MUNAKATA understood that the educational policies were 'the idea of education supported by the State Power'. From his viewpoint of educational policy, he dealt with the government's choice of value, and not with the rising process of demands for he educational policy by society. In this paper, I examine the intention and extension of the educational policies, referring to Seiichi MIYAHARA's way to oppose education against formation of human. He was a contemporary of MUNAKATA. The scheme of 'the post-war' helps us to examine the historical relation between educational systems and educational policies. I point out that we are able to grasp through the scheme that the social structure can be changed and so we have to pay attention to the social basis of education. And then, I consider, quoting the concept of 'path', various relationships between the education and the society-'path dependency', 'exchange between various social functions' and 'cultural transfer'. Finally, I arrange the concepts of education, educational policies and the existence of social organizations from the viewpoint of 'marginal existence society'. The analysis of the 'marginal existence society' brings out what condition will be needed for keeping bare balance between the subsistence of the society and that of members. I point out the investigation important into the pluralistic sets that originate from the society against the national control.

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Since the 1970's, family policy has begun to criticize families. It says that it's the parents' responsibility to bring up and educate their children, but they can not discipline their children properly because increasing nuclear families and declining birth rates spoiled the function of education at home. The policy requests parents to meet parents' obligation to their children and to spend more money for education. Then parents need to pay more expensive tuition to college or university. The policy also says that a chief factor in juvenile delinquency or bad behavior of young people is no longer poverty nor society, but parent's attitude toward their children and educational methods. Therefore, the policy has ignored the problems of poverty and social class. The measures to increase birthrate also emphasize parents' responsibility and demand that parents should spend more money for education.

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The Population in Japan has been dramatically decreasing. Why would the birth-rate be decreased in the aging society? This phenomenon is closely related to the production growth. Our society has accumulated capital and developed advanced technology. Although we have increased the production capacity, the birth-rate in Japan has fallen. Many people may not feel happy any more in the society of mass production and consumption. The fall of the birth-rate is one of serious issues occurring in such a society. In the modem society which the production capacity increased, We are afraid of the fall of the life hierarchy for poverty. As for us, all may fall into the class of extreme poverty, and the fall of the birth-rate is an outcome of the defense means against pauperization. I explained the great fall of birth-rate with the concept of "the marginal cost of living".

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The year 2008 marked a critical transition period for child policy in Korea due to the establishment of new regime. Under new legislation, child related governmental departments and National Youth Commission have been unified under 'Child and Youth Policy Office'. The enactment and amendment of laws related to children and youth currently are being pursued by the government and it aims to integrate child and youth policy that have been administered separately up till now. The government works on the 'five year policy plan' for children and youth, which will encompass critical issues concerning children and youth. This article discusses child policies and performance measurement in Korea.

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In order to examine systems in Japan for evaluation and monitoring of child policies, it is necessary to promote linkage between the perspectives and methods adopted in the relevant systems, each of which needs to be further improved: namely, (a) monitoring of the implementation of the Convention on the Rights of the Child through the reporting system (at the international level); (b) sectoral policy evaluation under the Policy Evaluation Act (at the national level); and (c) project evaluation systems at the municipal level. For this purpose, it is urgently required to improve national and municipal evaluation systems on the basis of the PDCA cycle approach. In this regard, the efforts undertaken by Kawasaki City, Kanagawa Prefecture, is inspiring. Under the local Children's Rights Ordinance, Kawasaki City has conducted rights-based review of its child policies through the Kawasaki Children's Rights Committee. The Committee attempts to grasp, through surveys, questionnaires and other methods, to what extent children's rights are guaranteed in the city; it is also involved in dialogue with the administrative bodies and civil society on the basis of the administration's self-evaluation. These efforts are crystallized into proposals for further improvement of child policies. Throughout this process, emphasis is placed on the participation of civil society, including children themselves.

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The UN Committee on the Rights of the Child has adopted in January 2003 a second set of recommendations for the Korean government to consider in the implementation of the UN Convention on the Rights of the Child. The recommendations include ways to improve some of the elements that are inimical to realizing children's rights in education, healthcare, welfare, and the juvenile justice system, in terms of their legislation, administration, and judicature. The Republic of Korea as a state party has, in line with these recommendations, made wide-ranging efforts to ensure that children's rights are fully safeguarded in the country. The Children's Rights Monitoring Center is one example of such efforts. Founded in December 2006, the Center works toward the implementation of the Convention, and supports the activities of Children's Rights Ombudspersons it has appointed with a view to strengthening its monitoring function. This study examines the progress Korea has made into the implementation of the 2003 recommendations and discusses the outlook and tasks of the Children's Rights Monitoring Center.

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The third periodic report of Japan, which was due in May 2006, was finally submitted to the UN in April 2008. Not only was it presented behind schedule, the content and quality of the report is no better, or rather worse, than that of the previous two reports. The problems of the third periodic report include the following: (i) it does not provide sincere responses to the recommendations of the UN Committee on the Rights of the Child; (ii) a "rights-based approach" is completely ignored; (iii) it lacks important sets of data, making it impossible to understand children's realities and the effects of the relevant measures; (iv) it reflects inadequate understanding of the basic principles and provisions of the Convention; (v) it does not attempt to learn from municipal experiences; and (vi) it reflects reluctance on the part of the government to have sincere dialogue and cooperation with civil society. It is necessary to adopt a "rights-based approach" in the implementation and monitoring of the Convention. A "rights-based approach" should also be promoted specifically in the perspectives and methods of evaluation of child policies in Japan.

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The revision of the three education laws and the Fundamental Law of Education made a new public education structure based on nationalism and neo-liberalism. This has the following three characteristics. (1) It produces the achievement competition of value that is managed nationally. (2) Educational administration, school and teachers can be controlled by that national evaluation. (3) Parents and the local community are driven to the position of the passive sovereign where they chose schools in accordance with the value standard which the state established. The system of the new public education value control appeared as that result. This system is composed of three elements. (1) A national control system for contents of education, (2) The management system by objective to teacher's labor process, (3) A compulsory control system by the national standard to the educational administration process, Then the system of such public education value control has been prepared, the focus of the educational reform has been promoted as a "Japanese type scholastic ability" promotion to cope with globalism. To change such an education reform, the system of new public education in which the parents, and school can participate in school management should be made.

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In 2006 the Fundamental Law of Education was revised, and the revised aims of education, including the section on patriotism were written in the text. The following year the Law of School Education was revised, and under the name of "Administration of Curriculum" governmental control over the education is going to be enforced through the National Course of Study, which, it must be mentioned, is already the case under the educational policy of Tokyo Metropolitan Government. In 2001 under the Ishihara Metropolitan Government, the education board revised the Aim of Education of Tokyo, and added a patriotic phrase. The board also introduced "Teachers Assessment with Merit Rating System" and later "Head Teacher System", which actually have been functioning to strengthen the domination over education through the control over teachers. "On the Correct Performance of National Flag and National Anthem in the School Ceremony (Notification)" (10.23 Notification) was issued in 2003 by the Metropolitan Board of Education in order to unify the school ceremony by compulsion, and to enforce student's loyalty to the National Flag and to the State, and fmally to revive the education similar to that of pre-war period. And now by the name of "Correct Practice of Curriculum" the whole educational practice in Tokyo, even teacher's lessons, are under the governmental control of Metropolitan Board of Education.

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July, 2007, the Law for Certification of Educational Personnel was revised. All teachers will be required to attend the courses universities will prepare and to renew their teacher's license every 10 years. Many universities will carry out the courses, but on the other side many problems have been pointed out. First, the aims of the renewal system were not clarified. Some claim the aim is the exclusion of teachers who are claimed to be incompetent. If so, the system design is not fit for this aim. Second, it is not expected for teachers to improve their abilities as teachers by only attending renewal courses. Third, the differences and relations between renewal courses and training courses which are already in effect. Also teachers are not given sufficient opportunities for autonomous training. It is more important to give them these kind of opportunities. Teachers are constantly busy on daily teaching work, and cannot have time to improve their abilities. It's very important to give teachers much time they can freely use. Fourth, the responsibilities that universities must take on are not clarified. Passing the renewal-courses-ending-exams or not is directly connected to teachers working conditions. Universities, not having power to appoint teachers, cannot and ought not to be responsible for that. Boards of education, as teacher appointing agency, should be responsible for this. Fifth, the abilities of teachers as a group are not considered in the renewal system. But it is very important for the improvement of the quality of education to improve the abilities of teachers as a group. Anyway the renewal courses are to be in operation soon. We must make the system be meaningful for both teachers and universities.

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This paper analyzes the change in the role of central and local government resulting from the implementation of school recruitment reform. The school recruitment reform in France is a political issue with some measures for schooling at the secondary level. This study focuses on the social and political context of the reform and the structure of the educational administration. It is argued that the discourse of "justice" and "free choice" enforced by the political right wing, and the public's demand for parental choice of school, led to increased criticism of the present school recruitment procedure. The purpose of the proposed reform is to make the catchment areas flexible to extend parental choice of school. Currently total abolition of the school recruitment system according to catchment areas is questionable, as educational administrators who manage the schooling have utilized it as an instrument. Moreover, the local government, which is the competent authority for defining catchment areas, also resists the abolition. In case the present school recruitment system is abolished, the central government will uniquely take charge of school recruitment. Thus, the conflict between the central and local government in educational administration will be suggested.

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In this paper, I have attempted to consider the background and basic character of "education on demographic problem" which was prescribed in the article 142 of the "Family Code" and in the article L.312-14 of the present "Education Code". Fernand Boverat (1885-1962) was the president of the "National Alliance for Growth of the French Population", and he was also the leading member in the draft stage of the "Family Code". In the 1930's, French society was influenced by world crises, the immigrant increase, and population loss by World War I. Preceding studies have neglected the pronatalist movement and education in the background of French society of the 1930's. In this paper, I have investigated the use of statistical technique and emphasis on obligation by analyzing documents of this association and books by Boverat. Population aging was made visible by the statistical technique of population pyramid, and teaching the obligation of making a large family was emphasized by the "National Alliance for Growth of the French Population". This association also criticized the declaration of the rights of man in the context of the emphasis on obligation.

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This research examines the changes that will take place in education and schools under the regional system concept that is beginning to be formulated within political and business circles. The following points have become clear with respect to education. First, compulsory education will become a function of basic municipalities and the system of the national treasury paying for education will be eliminated. It is not clear, however, if high school education will become a function of prefectural government or basic municipalities. Second, the function of the Ministry of Education is reduced compared to now. Third, education is a responsibility of local residents. Fourthly, concrete ideal ways of education are entrusted to the region and basic municipalities. How the educational demands of residents will be reflected in educational programs and how education will be guaranteed as a right are important issues. Another crucial issue is how the financial resources of local governments, which have been subject to substantial repercussions with respect to education as a result of the deterioration of financial conditions, will be ensured. These issues remain to be analyzed in the process of developing basic municipalities for a regional system.

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The purpose of this paper is to fully comprehend the role of the Board of Education in the evaluation of public high schools, and then to explore ways of improving the evaluation system. Although school evaluation was made mandatory in 2007, prior to that, there had been many cases in which the Board of Education helped establish the evaluation system of public schools. By conducting surveys on public high schools and the Board of Education and reporting the findings as an investigative method of this paper, we clarified the existing conditions and problems involving school evaluation, and presented a direction for the establishment of a better evaluation system.

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