The aim of this paper is to clarify how the schools that suffered the effects of the Great East Japan Earthquake have transformed their pedagogy, in relation to the response to disaster risk. After the traditional risks in the immediate aftermath of the disaster had settled, many teachers were concerned about the modern type risks, i.e. that the disaster might have hampered children's growth and development. Although de-context-oriented Pedagogy, which is test-oriented pedagogy, was dominant, context-oriented Pedagogy, which tackled the earthquake issue, took prominence for a while after the earthquake. However, it has become increasingly difficult to maintain this, and modern type risks are now dealt with only outside the formal curriculum. The direct cause of this was the movement of teachers who took the lead in tackling the earthquake problem to other schools, but more fundamentally, this was due to the social context created by education and social policies: （1） emphasis on psychological responses and the attribution of psychological risks to school counselors; （2） weakening of teachers' discretion due to educational reforms since the 1990s; and （3） weakening of local communities due to delays in reconstruction policies. Finally, the condition for reviving the context-oriented pedagogy is shown.

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In this paper, we first clarified the current situation and issues of disaster management education in Japan after the 2011 Great East Japan Earthquake. Then, we proposed disaster management education programs to improve the “zest for life” for elementary and junior high school students to predict and avoid their own risks and protect their lives from large-scale natural disasters that are feared to occur frequently and intensify. The disaster management education programs developed in this study allow teachers to give that instruction systematically in the same way as subject teaching. Incorporating the viewpoint of “independent, interactive and deep learning” （active learning） in the new course of study, and repeating the development, implementation, evaluation and improvement of programs by learning theory （Instruction Design theory, ADDIE model）, the educational effect was enhanced and generalized. Furthermore, the program was applied to children with disabilities. In order to disseminate the results of disaster prevention education, we proposed a way of collaborating with schools, boards of education, disaster prevention organizations and experts.

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How have the victims' families and bereaved families responded about school crisis management? Also, how have they influenced the process of education policy development when you have a dissatisfaction or doubt about school crisis management to the Ministry of Education, Culture, Sports, Science and Technology and each political party? In this paper, we have considered these two points especially in a serious situation that defined in the Bullying Prevention Measures Promotion Law. In addition, this paper argued that it is necessary to alleviate mutual distrust between the victim' s family and bereaved family and the school and educational authorities revitalize the community of schools. In addition to this, we argued that school crisis management needs a renewed discussion from a pedagogical point of view.

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New Zealand's Labour-led Government elected in 2017 has been signalling more progressive school-level education policies than in the past but it is hard to see much that has come to fruition. A key obstacle to change is important constraints on this government in moving away from the neo-liberal policy directions of the past. Privatisation of schooling is a continuing issue. A recent review of Tomorrow's Schools, New Zealand's self-managing schools policy of the last three decades, called for greater state involvement in the running of schools but saw resistance from school leaders. Meanwhile, the strong involvement of private actors providing services to the school system continues under the Labour-led Government, partly because after decades of privatisation this government no longer has the capacity to provide all educational services even if it wanted to. The New Zealand experience illustrates how difficult it may be to reverse processes of privatisation, once they become embedded in an education system. This paper reviews the history and current situation in New Zealand. It is suggested that teachers and principals must become more discerning consumers of private goods and services by becoming more knowledgeable about the organisations they are dealing with.

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One of the most striking points in Professor Thrupp's keynote is the degree to which school leaders in New Zealand seem to embrace, if not actively promote, privatisation in and around the state school system. Arguably, Japan has not fallen behind New Zealand with regard to the advancement of privatisation. In these contexts of New Zealand and Japan, the author is particularly interested in the ways principals and teachers make sense of privatisation. Given that privatisation is not straightforward in terms of idea, policies and practices, how can school staff gain the knowledge about the advantages and disadvantages of privatisation? The author takes note of the discernment of principals and teachers that Professor Thrupp mentions in the last paragraph of his keynote speech. Certainly, education research has a role to play in the augmentation of their ability to discern, but the author is still wondering whether there could be other means that would offer effective solutions.

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In this paper, I discuss the neoliberal nature of NZ educational policies since the 1980s, and examine National Standard policy and educational assessment policy against this background. In the educational reform of the 1990s, a Standards-based assessment system （SBA） was introduced. The assessment reform in the 1990s was called ‘the paradigm shift of educational assessment system’ from internal assessment to external assessment in NZ. External assessment deprived the teachers' independence and professionalism and teachers couldn't assess the progress and achievement of each student correctly. It was very important for NZ teachers were placing a heavy emphasis on internal assessments, especially portfolios. Setting the National Goals and standards by the State involve the issue of state control of education through the financial allocation in the neo-liberal educational reform. The NZ decile funding system is introduced as more providing extra resources to Low-decile schools which are located in social and economic disadvantaged regions and communities. I raised the question of whether this decile funding system is a neoliberal system or a welfare system and the point of argument about how they defend the educational freedom and how about recent school autonomy and school-based curriculum design in NZ educational standard policy and funding system.

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Child rearing is divided into the childcare as a private affair and the education at the school which is organized as a state apparatus. And the problem of child poverty is being dealt as a problem related to the former. Therefore, the following problems occur. （1）The quality of child's everyday life is dependent on the parent's economic and social abilities, so parental financial distress and social exclusion / isolation are directly linked to child poverty. （2）Measures against child poverty are not considered in the category of state obligation for children's rights protection, but are carried out as the “support” for parents who are obliged to care for their own child. （3） “Educational support” aims to provide life opportunities for children in poverty to escape from poverty on their own efforts in the future. And through this process, child is subsumed into the capitalist social order and competition system, and the idea that poverty is the self-responsibility of the poor is acquired.

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Child rearing allowances, social security benefits for the poverty of one − person households, have not been provided properly, despite the fact that the Act on the Promotion of Policy on Child Poverty was established in 2013. This is because the child welfare of poor households guaranteed by child rearing allowances was converted into the workfare which promotes economic independence by working. Educational support was, to be sure, expanded drastically to provide free-of-charge infant education and nursing and grant-type scholarships. But such in-kind benefits of these educational services, which might give children a chance to be educated, are not a key to eliminating child poverty. Todayʼs promotion of policy on child poverty has changed the principle of child and family welfare that parents should raise their family and society should be responsible for it ： thus parents are now pressed to become independent economically by working, and children are also requested to cut off the cycle of poverty by themselves through education and studying.

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The existence of a school has a significant impact on the local community which surrounds it. Some communities are trying to survive by introducing a specially chartered school system to attract students from outside their attendance areas. On the other hand, the introduction of this system may cause a conflict between residents in its attendance area and their parents who live outside it. Therefore, this study analyzed whether the adequate relationship between residents and parents can be built and, if so, what conditions are necessary to establish such a relationship, focusing on District X in City B, Prefecture A as a case study. The results clarify that relationships can be established between residents and parents when residents have a belief that all parents who are sending their children to this school and residents in its attendance area should be involved in the school, and when they have a strong interest in solving community problems and interact with students from outside it. This paper shows the potential for relationship building in a more pragmatic and practical way than the prior discussion, which is based on volunteers seeking their own educational activities, spontaneity, and high interest in the school.

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This paper charts the course of the establishment and progression of the Scottish Negotiating Committee for Teachers（SNCT）and details its operations. In so doing, the present study hopes to attain ideas that can help appropriate authorities in Japan contemplate ways to resolve problems relating to the overburdening of teachers. SNCT was established in 2002 after a thorough scrutiny of problems that confronted similar organizations in the past. The committee comprises members representing the government, sundry local authorities , and teachers unions. Members of this body discuss, negotiate, and attain settlements on issues such as the remunerations and service conditions of teachers, using cooperative means, which include sharing of ideas and mutual understanding of circumstances. It is also posited that SNCT conceptually embodies the stakeholder democracy theory that is at present advocated by scholars as the political framework of the future. Cogitating the importance of the SNCT, the present study investigates（i）how SNCT developed, （ii）its systems and structures, and（iii）its work methods. The study reveals that SNCT is operating effectively based on the partnership system mooted by the educational administration to obtain the consensus of stakeholders, and also on the pertinent teachers union, the Educational Institute of Scotland.

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