This article intends to grasp the essence of modern neoliberal education reform and its characteristic as a strategy of the neoliberal power of the state aiming to maximize the profit of modern global capital. Pillars of this policy include the following. (1) A work force demanded by the global capital; training talented people. (2) National unification with neoliberal power; intensifying nationalism, (3) The integration and abolition policies such as the local government and the school as“a population policy”tied to general investment strategy of global capital, (4) Construction of the structure of the public education in which a company provides education service through a market, and manages the social assets of education and education culture, (5) A management policy aiming to achieve these education policy objectives effectively. They can be grasped in a world strategy of the modern global capital integrally.

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　　This paper examines educational policies and challenges for poverty alleviation of children, focusing on Osaka prefecture and Osaka city, especially focusing on childrenʼs and familiesʼdifficulties relating to high school entrance. 　　In Osaka Prefecture and Osaka City, various projects such as supplementary tuition fee assistance to private high school students and assistance for private school fees have been implemented. Meanwhile, in Osaka Prefecture and Osaka City, competitionist school reforms have been carried out. For example, reforms such as consolidation of public high schools, implementation of a‘challenge testʼ, and disclosure of information on junior high school attendance to high schools. 　　As a matter of course, if you try to deal with childrenʼs poverty under a competitive school reform, each family or child will be asked for it. Anxiety about the future and a decline in motivation to learn appearing in children and families in the difficult life layer of Osaka need to be considered as a result of such school reform and childrenʼs poverty alleviation.

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Since pupils with Gender Identity Disorder often have needs for special support in school life, there are demands for schools to cope with individual cases considering the feelings of pupils and their guardians. It is also necessary to arrange a school environment to enable pupils to ask for advice with peace of mind, and to improve the counseling system. 　　The Ministry of Education, Culture, Sports, Science and Technology (MEXT) is conducting various measures relating to such pupils. For example, in 2014, “Survey on Measures Taken in Schools for Gender Identity Disorder”was conducted by the MEXT. In 2015, a notification“On the Realization of Carefully Crafted Measures for Pupils with Gender Identity Disorder”was also submitted. Moreover, in 2016, a reference material for teachers“On the Realization of Carefully Crafted Measures for Pupils Concerning Gender Identity Disorder, Sexual Orientation and Gender Identity”was made. 　　This paper explains the outline of such recent measures taken by the MEXT.

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　　In Shibuya Ward Rinsen Kindergarten and Elementary School, children with various family background, life experience and personal history are enjoying their school life together. Designated as kindergarten and school to promote human rights education and education of Olympic and Paralympic Games from Tokyo Metropolitan Board of Education in the school year 2015 and 2016, goals were set to improve whole process of education. In school year 2016,“competence to commit, accept and connect each other”became the key words of our project. Efforts were made to improve human rights education by introducing systematic curriculum design and active learning. Learning about gender diversity is realized as a part of eight years’ human rights education, in which children learn how to eliminate discrimination and prejudice to such people as the elderly, those with handicaps and foreign background. 5th grade pupils conducted research and presentation on gender diversity of human being in the context of understanding diversity in a lesson unit on “Tomorrow that we connect”in the Hour of Comprehensive Studies.

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　　It is important that Ministry of Education, Culture, Sports, Science and Technology (MEXT), has expanded its coverage of support to“Sexual Minorities” and promoted Human Rights Education about Diversity of Sexuality in schools in the“Regarding the Careful Response to Students with Gender Identity Disorder”(2015). On the other hand, the challenges are that support cases are only for Gender Identity Disorder students, and that those are yet be reached to rethink gender binary system in school. Bullying situations that come from one’s Sexual Orientation, Gender Identity, and Sexual Expression are seen from the first grade in elementary school. It proves that children already KNOW about “Sexual Minorities”as negative things. Therefore, we need to learn about “Sexual Diversity”from before a lower grade of elementary school. This means “to match the developmental stage”. The current Guideline for the Course of Study is biased to the“Cis-gender and Heterosexual”education. 　　Therefore, in order to guarantee the neutrality of education, learning about “Sexual Diversity”is necessary for us.

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　　Prejudice and discrimination against sexual minorities has now been recognized as a human rights issue in Japan, but it took a long time to make it the official line. Educational policy studies in Japan have also still not paid sufficient attention to it, but we canʼt avoid being aware of the importance of these issues with deep reflection. Recently, MEXT has issued some circulars regarding special care for LGBT schoolchildren and students. These changing attitudes toward LGBT students are so important to guarantee the rights of sexual minorities and support their safe growth. 　　In consideration of the educational policy and issues surrounding sexual minorities, we should also note that behind these changes there have been considerable efforts, researches and policy proposals by sexual minorities themselves and their supporters. By focusing on their individual experience, we may find complex structure of intertwined issues which include sexuality, gender, social scale, physical disability, mental disorder, religious, regional characteristics, etc. In order to develop educational policy research on gender and sexual orientation diversity, the framework from a variety of aspects needs to be improved. For that, firstly we have to examine the culture of homophobia and transphobia embedded in the mainstream educational researches.

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　　In this paper, the associated structure of the compulsory education expense government contribution system, and the system by which the prefecture provides the salary of the staff of municipalities was examined. The paper considers the basic issue of the school personnel management of city, town or village-owned elementary and junior high schools and the salary mechanisms. 　　Structural contradictions existed between the management and the expense burden of the elementary school before World War II, and this led to the creation of the compulsory education expense government contribution system. Moreover, the centralization system whereby the prefecture provides the salary of the staff of municipalities was approved in 1940. The compulsory education expense government contribution system was abolished in the educational reform period after World War II under the decentralization policy for education, and the authority to appoint and dismiss was moved from the local secretary to municipal boards of education. 　　However, the system by which the prefecture provides the salary of the staff of municipalities was maintained. The compulsory education expense government contribution system was revived by the process of the review of the educational reform after World War II, and the authority to appoint and dismiss was moved from the municipal boards of education to the prefectural board of education. A further development was that the compulsory education expense government contribution system was reduced and that the authority to appoint and dismiss the teacher was moved to municipalities under the decentralization of education as the educational policy of neo liberalism after the 1980ʼs.

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Achi village located in Southwest Nagano prefecture is a farming and mountain village of a population of 6500 other people. Junior high schools were integrated with one school at the time of the merger ten years ago, but an elementary school is strongly connected for local continuation, and based on though“t a nursery school and an elementary school are in range of hearing childrenʼs voice”, five elementary schools remain and install at the time of the former village. However, the financial burden increase of the village and the security of the village expenditure staff of a school gradually also become difficult. 　　In addition,“an area”is strongly paid attention in the school education while “a country, an area”is pointed out frequently in late years. Although Achi lies on the ground among mountains, we strongly want to make“the school education look over far, and cultivate spaciously free will”. 　　Besides, full improvement of the scholastic ability is an important aim duty of the school education, but it is a structural and difficult problem of the farming and mountain village from old days that a person who acquired good scholastic ability flows out to the urban area. 　　I report a side that the educational administration of the village practices while having these problems and contradictions.

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　　This paper aims to make clear how the Japanese Government matches the educational standard of high schools with fiscal policy. Especially, this paper focuses on political argument and its settlement around the authority over establishment of high schools. The results are as follows. 　　First, the Ministry of Home Affairs aimed at a principal that gives the prefectures the authority through the 1950s, though it could not resolve the municipal fiscal burdens of establishing high schools. 　　Second, the municipalities and the Ministry of Education, Science and Culture had required financial support for establishing high schools extended by the national government, because the situation varied greatly from local government to local government. 　　Third, the Ministry of Home affairs claimed the provision for the authority over establishment of high schools instead of accepting the financial support in a measure to cope with rapid increase of high school students. As a result, provider- pays principle around facilities of high schools was activated.

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The present paper aims to review the current theoretical arguments in the U.S. on the homeschooling regulations and draw some significant implications. The main points of the arguments are as follows: Should regulations on homeschooling be based on the principle of child welfare policy or based on the principle of education policy? In the latter case, should the state impose not only the output regulations but also the input regulations upon homeschooling? The different claims on these points reflect conflicting views on childrenʼs autonomy. By reviewing these arguments, the present research paper reached the following conclusions. Firstly, parents who homeschool their children should perform some public tasks as teachers who provide compulsory education. Secondly, studies on such public tasks are important not only for homeschooling but also for school education. Lastly, by studying homeschooling regulations, the stateʼs role in education can be justified.

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　　The purpose of this article is to find out who should be considered to develop a set of model professional standards for educational leaders in the United States of America and also to find out what kind of contents should be included in the standards. 　　This study is carried out through the historical review over the process to create the“Standards for School Leaders”which was introduced in 1996, and its revisions of 2008 and 2015. 　　The followings are the findings of this article. Firstly, if we want the standards to be professional, the model standards should be created not by the federal government, nor political organizations, but by an umbrella organization that coordinates various work of member educational professional organizations. Otherwise, the standards would be deprofessionalized by its being a reflection of political intention from the government. Secondly, the contents of the standards should include parts related to ethics and equity, together with academic press. 　　This conclusion would give some hints to Japanese educational agencies who may be now considering developing standards for teachers including principals without leaving up to professional organization to do it.

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