The purpose of this paper is to consider the present situation and problems of Educational Information Disclosure and school organization. Recently, some school boards decided on Educational Information Disclosure and the number of such decisions is supposed to increase in the future. But schools are not prepared for the information disclosure movement. First of all, this matter is not a concern for many teachers. Why school and teachers did so ? One of the most difficult problems is how to cultivate their concerns and to. improve school organization. The first part of this essay is an analysis of the causes of the school's delay. It pointed out five factors: 1) Administrative organs, namely, the boards of education took the initiative in decision-making for Educational Information Disclosure, 2) The school guarded the present situation against citizens' movements which demand access to educational information in school, 3) They did not pay much attention to information but considered school law important, 4) Many educational problems have deferred the school's ability to find a solution to the Educational Information Disclosure, 5) There are few organizations for study of the Educational Information Disclosure inside or outside the school. The second part examines educational considerations concerning information disclosure and the relationship of mutual trust between teachers and students. Educational Information Disclosure is meant to manage more carefully children's growth and the development of their abilities, enabling access to educational information and prevent their privacy. The third part points out the directions of improvement in school organization for Educational Information Disclosure. The first is to improve on the management of official documents in school. The second is to restructure the information management system. The third is to develop the teacher's skills in classroom management for access to educational information and prevention of children's privacy.

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When you consider the problem of information disclosure in the case of a child, a question arises : to what extent does one recoginze the child's right to control personal information (the right to access his/her own information and right to correct mistaken information). There is a view that the Convention on the Rights of the Child establishes the child's right to know his/her own personal information. However, this is a misinterpretation of the Convention. At present, the right to access personal information is specified in regulations of local public bodies. However, the disclosure of such information as a student's cumulative guidance record or school report might cause problems from an educational point of view. For example, it might dampen the aspirations or enthusiasm of children or it might damage children's selfesteem. It is also problematic when viewed from "the best interests of the child,"one of the fundamental principles of the Convention on the Rights of the Child. Therefore, it is appropriate not to disclose information related to the child's evaluation in school.

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Recently it has been controversial that people claim to know thier educational information on the basis of the Information Openness Ordinance and the Personal Information Protection Ordinance. While the Ministry of Education and Culture and most Boards of Education basically oppose the openness of the Guidance Report of School and the Report of School Record (School Report), the municipal Judging (Screening) Committee of Personal Information Protection is constructive about it. Furthermore, the Convention on the Rights of the Child guarantees children to have their right to express those views (Article 12) and their right of access to educational and vocational information and guidance (Article 28). It is assumed that the movement for access to educational information will be more encouraged. In this article, I investigate parents' rights of access to their children's educational information in school by means of a case in Takatsuki City in Osaka in which a child and her parent claimed for the openness of the school report. First I introduce the views of the Takatsuki City Board of Education, the Openness Claimant and Takatsuki Judging (Screening) Committee of Personal Information Protection. Then I analyzed the Judgement of the saka Local Court. Finally, I emphasize that the rights and duties of parents are based on natural law. Therefore parents should have the right to know their children's school records, to appeal for their hopes, desires and expectations about school, and to choose the best school for their children.

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In this thesis, some important points will be clarified about what the disclosure of information on school education means to teachers. While social authority on the part of schools and teachers is decreasing, the system of disclosure of information has the following positive significance: (1) Education exists on the basis of mutual trust among teachers, students and parents. The system of disclosure of information plays a very important role in forming mutual trust among the three parties. (2) Education is, so to speak, an exchange of information among teachers, students and parents. If the information is not given to or taken by either of the three parties, there occurs stagnation in education. Therefore the system of disclosure of information promotes exchange of information on school education. (3) Teachers have a duty not to make public information about the students and parents. Moreover teachers have to restrain themselves from subjective judgements about such information. (4) As the concept of "informed consent" in medical science makes much of self-determination, so does school education have to place high importance on independent learning by students. In order to do so, information should be shared among teachers, students and parents. Teachers should also assist students in self-directed learning. (5) "The Convention on the Rights of the Child" makes teachers change and reform their own understanding of education. The Convention especially makes teachers very strongly recognize that students have a right. Therefore it is necessary that information on school education, in principle, should be disclosed. Through the disclosure of information, students are guaranteed to be able to do their own independent learning. If teachers place their importance on the system of disclosure and the Convention and carry out their duties, then the time is expected to come when the new specialties and authority of teachers are acknowledged.

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This Article reports on the symposium held during the session of the 29th Annual Meeting of the JEAS. For the last few years, most universities have been palnning and carrying out a radical reform. The JEAS opportunity chose issues concerning university reform as a theme for the symposium and invited professors and administrative officials to act as panelists. Their presentation and the following discussion was meant to re-examine the questions about whether the Ministry's intervention in university reforms was appropriate, and whether individual universities have reached a genuine consensus of opinion and, furthermore, whether the consensus had faithfully been reflected in their respective reforms, and, then, to seek after sufficient answers to those questions. The five panelists related the a) theoretical approach to university autonomy, b) practices of self-evaluation, and c) situation of university reform. Especially, for the three of them, for those who are in different positions, their experiences in university reform were mentioned. Their statements clarified various aspects of university reform and revealed some differences in viewpoints between the national public sector and the private sector, and between the faculty and the administrative authority. They still concurred, however, in pointing out that autonomy has not been working well in universities, and referred to some reasons for the malfunction of autonomy. As regards the nature of current reforms, the two camps had sharp disagreements with each other. The faculty claimed that universities have been pressed for a reform, while the administrative authority meintained that universities had launched a reform from their own motives. The contrast might have been created in part by their rhetorical effort to secure their positions. Nevertheless, that might have been created, in a way, by new administrative strategies including the deregulation of criteria for university establishment and the introduction of market mechanisms. It was proved that there is a wide gap to be filled between their perceptions. The new administrative strategies are expected to revitalize individual universities on the one hand, but on the other hand, they may affect the macroscopic planning for the higher education system. The symposium thus came to an end with the remarks that much further discussion is left about these new administrative strategies.

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1. Purpose of the theme to be discussed The reform movement of upper secondary schools has been promoted nationwide, by reflecting the report of the 14th Session of the Central Council for Education including making upper secondary education more diverse and responsive to the needs of the individual as well as cooling off the overheated entrance exam competition. The catchwords there are "diversification", "characterization", and "flexibility"of upper secondary schools. By having realized these catchwords in policy, new types of senior high schools, as "credit upper secondary schools," or schools of comprehensive course, etc., have been established by having reorganized traditional ones in many cases. The basic concern of this symposium was the review and evaluation of this reform trend. 2. Summary of discussion After three presentations and a discussion by the appointed debators, the discussion on this theme proceeded along with the following points. The points at issue were diverse, but the focus was set on two. One of them was on the decision-making process of the reform of upper secondary schools in each prefecture, and another was on the evaluation of the three principles of the reform of upper secondary schools. On the first point, the difference of point of view of each discussant was clear, reflecting the complex and dynamic policy-making process of high school reform. On the second point, lack of empirical data on the actual conditions of reformed upper secondary schools was apparent, and discussion on this point was diverse.

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In Japan, we did not see a remarkable development in the study of educational administration until World War II ended. The paradigm shift which post-war Japan faced brought forth various controversies in the field of educational administration. Though I first began to pursue the study of those arguments, there still remains a long way for me to establish my own approach to the discipline of educational administration. In this paper, I would like to make some remarks on the discipline, with a focus on its relationship with the educational system and organization, referring to some preceding studies which have had not some influence upon my research. 1. Studies on Educational Administration in Post-War Japan Among the various types of research which emerged in the post-war period, I received much influence from those made by Seiya Munakata, Takao Ando, and Iichi Sagara. Their representative publications showed the following features in their research frameworks: Munakata expanded his study to specific methodology, based on his intention to examine the tasks of democratic educational administration. Both Ando and Sagara limited their frameworks to administrative action, recognizing the reality of the administrative function. 2. Educational Administration and the Educational System and Organization In locating the study of educational system and organization in the study of educational adminstration, we need to grasp the relationship between the educational system and organization, and educational adminstration in actual settings. All of the three researchers I mentioned above put the former in the realm of the latter in spite of their minute differences in some aspects, such as basic factors that yielded organizational characteristics, the relationship of the administrative function with education as a whole, etc. 3. My Approach to the Discipline of Educational Administration So far, most of the research on the educational system and organization have set the formal education and its juristic aspects as their object. Today there are growing demands in every phase of our life that we go beyond the formal educational system based on laws and regulations in order to make a shift to a life-long learning system. Thus the study of the educational system and organization, which has been taken as a part in the study of educational administration, is now expanding its research object and methodology, diversified from the juristic approach to a sociological approach. The study of educational administration, on the other hand, inevitably faces the question that it is to make a certain limitation in its research object and method or to take a step to expand and restructure itself.

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Did 'Colonial Education' have a place in the study of educational administration? The study of educational administration examines the relationship between the state and education. However, it seems that not much study has been conducted in recent times in this area of study. I have been engaged in the study of education in colonial Korea. My study on the education in former Japanese colonies lead me to the need to deepen it as a media topic, in order to examine the modern public education. From such a point of view, I started the study of education in Africa, in the former colonies of Europe. First I want to question our 'recognition of the world,' for example, I am currently staying in Harare, Zimbabwe but how many readers of this article know where Harare is. Our (Japanese) 'recognition of the world' is so influenced by that of Europe or America. Ansu Datta says In the early phase of colonial administration some missionaries in Africa believed that they were bringing education to entirely uneducated peoples, a supposition which would have been valid if education were equated with literacy and formal schooling' {Education and Society : A Sociology of African Education, Macmillan, 1984, p. 2). We can see that such conflict of the 'culture' is evidenced in the enforcement of 'modern education' in the colony ; where erasing the local culture was done through 'education' and assimilation. Some area studies were done concerning education and the colonies. But we can hardly see those who tried to study the meaning of the colony in education itself. Here, we try to study the condition of education in the former colony 'Rhodesia.' The education in this colony begins from distinguishing the education of the colonizer and the colonized. In Rhodesia, the dual education system was developed, and the differences were apparent in the quantity and quality of education which resulted from the different regulations and budgetary provisions for the two systems. There was an extremely high drop-out rate in the Black system. For the Black child who entered a system that was voluntary and highly selective, it was a very demeaning experience. After the Independence, the education system of Zimbabwe expanded rapidly, but the contents of the education still have an influence from the former colonizer. The teaching medium is English in a country with the presence of many languages in one nation. The mode of teaching and communication is the English language, a language used as the Lingua Franca for all. It was a convenient choice in that it promoted the language of the colonizer at the expense of the colonized. This, in turn, led to a series of misunderstandings about the "perceived"superiority of European influence. The language of the former colonizer is used as 'the common language, ' but through the using of the language the recognition of their culture is made known to the world and it may lead to people misunderstanding that a recognition of European ways is 'true.' Here we must examine the Japanese recognition of the world. Japan has no colony now, but the Japanese relations to the world is just the same as the 'Apartheid' in South Africa, Japan controls people beyond her borders. Under such a situation of Neo-Colonialism, we must ask ourselves for a new framework of the study of education.

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The present study was undertaken to construct an analytical framework for a systematic educational policy, and to determine the structure of educational planification theories in terms of social control. In the field of Educational Planification Theory, there are various approaches. However, little work of a fundamental study has been done to establish a synthesized explanation for them. The lack of a general conceptual framework is the cause of this. It may be examined through comparative analysis. However, classification is not an object itself. This study is designed to formalize the common structure in various contexts, and to order various theoretical dimensions. After a brief discussion of current theories, an analytical framework was described, which is based on a cybernetic methodological foundation. In accordance with a proposition derived from the theory of social cybernetics and functional social planning theory, the social system is defined by means of resources and information. This leads us to the analytical concepts of "social structure," "information for structural control," and "systematic control of social system" based on a scheme of cybernetic control. The principles of educational control are the result of specific principles of education added to social general principles. Human resources (in cybernetic terms), have a double character in a social control. This character is mainly the result of speciality of educational control. There are seven stages in a control process. 1) Problem detection (Recognition and evaluation of system condition ; setting of causal relations) 2 ) Goal setting (Setting a desirable level, programme selection) 3) Procedure of decision (Transferring information "recognition" to "command") 4) Command specification (Materializing resource and information) 5) Legitimation (Assertion of legitimacy to other systems) 6) Stabilization of expectation (Assurance of stability regardless of a change in environment) 7) Reevaluation (Evaluation of process and goal-attainment) Components of the concept of social planning was lead by conceptual analysis. These are as follows: 1) Setting a strucrure of education 2) Setting a subject 3) Modeling 4) Deliberation 5) Decision of strategies Indices for structural analysis were obtained by integration of three conceptual foundations : social control diagram, control process model and components of planning. The results are demonstrated in Figure. Each of the clauses are explained by a distribution of dual standards. Duality is based on a double character of human resources. If this framework holds these structural divergences are reasonable. The merits of this approach include an ability for formalization and a deduction of logical possibility. Concretely speaking, elements which determine the structure of policy is specified, and points of commonality or difference are formalized by setting them on axes of structural divergence. These make us see as feasible the deduction of possible choices of structural selection on each logical stage, and to describe this process as a whole.

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Under the present financial crisis, there are a lot of scholars who attribute the main cause to enlargement of public expenditure to the demands of voters. But it is important for us to pay attention to the behavior of departments that make up the budget. In this paper, I consider the educational budgeting process for case study. By making application of the game-theoretical step, I verified that it is the mutual relationship between the Minister of Education (ME) and the Minister of Finance (MF) which causes the enlargement of educational expenditure on the supply side. A concrete survey was carried out as follows;First, in order to grasp the present situation of educational budgeting, scatter plots about the rate of assessment per expenditure item were made. There was a serious difference between the plots. It was also discovered that there were some accumulations of the plots on the upper right spot and on the vertical axis. The established expenses which have a legal basis were on the upper right one, and their rate of assessment were very much higher while the plots which were on the vetical axis were newly decided expenditure. So it is that the legal basis and the routine budgeting that push up the rate of assessment, which are one of the most powerful factors. The budgeting process of these expenditure items fit "the incrementalism," but it doesn't prove the mechanism why the difference of the rate of assessment is brought about. So it is indispensable to throw light on the real behavior of the participants who take part in the budgeting process.Then in this research, I examined not only the utility function of the ME and MF, but also the characteristics of their behavior. The utility function of the ME consists of selfish aims and altruistic ones, which are achieved through budget execution. Therefore it adopts a policy to maximize its own budget. On the other hand, the utility function of the MF consists of the difference between the evaluation of educational policy made by it and the educational budget which is really distributed to it. An incentive to behavior of it is to maximize the differences between them. As a prerequisite for their behavior, I grasped the bargaining between them as "the bilateral monopoly game". Furthermore, I set up the two models by the mode of over-sight. They were "the monopolist game" and "the monopsonist one." The determination of the expenditure which consists of the established expenses can be well explained by the former one. At this time the ME has a cotrol over the bargaining because the MF has the first turn in the game. I believe that the latter explains the bargaining mechanism of the newly decided expenditure, and it is changed into the established one by repeating the bargaining. In proportion to it, the situation of the "game" is gradually transfered from "the monopsonist game" to "the monopolist one." As a consequence of these changes, the rates of assessment are pulled up little by little. So it can be said that the behavior of the departments brings about the enlargement of the educational expenditure.

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From the collection and analysis of the economic surveys of individual universities, this paper can point out the following: 1. We can see the household yearly incomes of each university and department not from the economic survey of Ministry of Education, but from the economic surveys of individual universities. 2. There tends to be a bipolarization in the household incomes of national universities' students. 3. The household incomes of private universities' students in the metropolitan area whose data are available are relatively high. 4. High-income families send their children to highly selective universities and departments regardless of there being private or national. 5. The household incomes of medical and dental students are higher than other students. But there are many low-income families in local national universities. 6. There are many low-income families in Departments of Science and Engineering. It seems that a rise of fees discourages students from going to science and engineering. 7. For the purpose of the equalization of higher education opportunity and the alleviation of the financial burden facing families, it is desirable that the scheme of variable tuitions in accordance with family income and tax credit for tuition are introduced. 8. Each university and college should disclose the economic situation of their students for optimal educational policy-making.

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It is generally said that the post-war Japanese educational reform transformed "education controlled by the central government" into "education governed by local authorities."However, there has been a continuing debate about the characteristics of the Japanese educational administration system after World War II, judging from the relationship between the central government and local authorities. That is to say, it is a controversy whether the post-war Japanese educational administration system is centralized or decentralized. Furthermore, we have not reached a consensus, although plenty of studies have treated the subject. The reason is that we have intended to understand the administration system only by the alternative framework of centralization-decentralization. It seemes, therefore, to be necessary that we classify the concept concerning the framework of centralization-decentralization minutely. In this paper a useful new model for understanding the Japanese relationship between the central government and local authorities, which was proposed by Akira AMAKAWA in 1983, is adopted in order to classify them closely. Two criteria as follows were devised in his proposition: 1. <Centralization>-<Decentralization> 2. <Separation>-<Interfusion> The criterion of <Centralization>-<Decentralization>, which is a traditional one, means the autonomy of self-determination of local authorities considered from the relationship to the central government. On the other hand, the criterion of <Separation>-<Interfusion> means the relationship of administrative function between the central government and local authorities. In the type of <separation>, central administrative affairs are shared independently with the central government agency. To the contrary, in the type of <interfusion>, local authorities share some matters of the central government. Four types of central-local relations can be constructed from these criteria as follows: a) <Centralization-Interfusion> b) <Centralization-Separation> c) <Decentralization-Interfusion> d) <Decentralization-Separation> AMAKAWA emphasized that the type a) in the pre-war period was transformed into c) with the post-war reform. According to this interpretation, the character of <interfusion> has been continued. The same type is found out in the educational administration system. However, the characterisitic of <interfusion> in the educational board system is different from those of the governor's and mayor's. The latter is a system in which the Affairs of State are executed by a governor or a mayor as a State agency under the supervision and direction of a competent Minister. The former, in contrast, can be specified in terms of the form of control. It does not have a great weight with the educational board system to control with "supervision and direction." The main form of administrative action is "guidance", namely administrative guidance ("Gyoseishido"). The educational administration system can thus be recognized as a particular type of <decentralization-interfusion> .

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The number of pupils who refuse to go to school has increased and the protection of these periods of absence is becoming a problem Schools, Boards of Education and the Ministry of Education have considered how to solve this problem. As one of the effective countermeasures, "adjustment guidance classes" have been set up all over the country. The 1992 notification by the Ministry of Education agreed to record the period these pupils attend the adjustment guidance class as formal attendance on the school guidance record. However, the adjustment guidance class is not a school under the compulsory education system. Moreover, the curriculum of this class is different from that of normal compulsory education schools. There are two problems with this adjustment guidance class.The first is whether the adjustment guidance class is a temporary institution or not under the compulsory system. The second is whether these pupils get an educational guarantee by attending the adjustment guidance class. To clarify these problems, we sent questionnaires to 337 adjustment guidance classes in February 1995, and received 183 responses. The results are as follows: 1) Half of the adjustment guidance classes are set up by prefectural or municipal laws. However, the remainder do not have a clear legal basis. It is therefore difficult to define these classes as a "public institution." Most of the classes do not have enough equipment for school activities. 2) 60% of the classes do not have a formal curriculum. Moreover, only 20-30% of classes use the authorized textbooks. 3) Regarding recording the pupil's attendance on the school guidance record, about 70% of classes also contact the pupil's original schools. However, regarding learning and behavioral evaluation, there is no communication between the adjustment guidance classes and the original schools.

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The primary aim of this study lies in analyzing the policy of present-day China for employing teachers, focusing on "Teachers' Law of People's Republic of China" (abbrev. to TLPRC), which was enacted on the 1st of January, 1994. This TLPRC orginally intends to lay stress upon two points : the improvement of teachers' quality and ability, and the guarantee of teachers' basic rights to financial and welfare treatment. TLPRC builds up the system of Teachers' Qualification under the item of Qualification, which strictly regulates the employment of unqualified teachers, and under the item of Employment, which, on a merit basis, controls the System of Employing Teachers, who purpose is to raise the standard of teaching ability. As to teachers' treatment, TLPRC has taken measures both for a raise in their salary and allowances in order to correct salary disparities so far greatly disputed, and for the improvement of housing and medical aspects as well. The author believes, however, that the TLPRC presents the following problems when viewed in the light of the teaching society in present-day China (as a matter of reality) : (1) TLPRC has taken little, if any, substantial measures, for not a small percentage of Chinese teachers are paid by the local educational authorities. (2) The present system of obtaining a teaching licence through a series of sessions study and teaching has been lowering the professionalism of China's traditional teacher training educational system. (3) TLPRC does not yet suggest any effective measures for improving teachers' treatment to be financially guaranteed. (4) TLPRC does not have enough wider and authoritative publicity and coercion as a policy-making law. What has been mentioned above is very suggestive of TLPRC having a higher possibility of widening an unabridgeable gap between TLPRC and the unsettled reality of China's teaching society, to which the Law should be applicable. The Law tends not so much to develop a new teachers' educational system in present-day China, with the traditional teacher training educational system as its core, as to take measures to cope with the present situations to find a way out. The author has observed in TLPRC the discrepancy between the theory of the Law and its inapplicability to the unfavourable situation China faces today.

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This paper focuses on the decision-making process and related problems of ODA (Official Development Assistance) in the education sector, aimed at improving the quality and effectiveness of the aid projects. It is based on an analysis of the preliminary survey reports, basic design study reports on the five projects of education sector and the like. The discussions with some bureaucrats and administrative officers and experts concerned with aid system in both sides (Donor-Recipient) are also mainly considered. Although Japan's foreign aid has been incorporating various philosophies and objectives over the years, on the 30th of June 1992 it was by the Cabinet under the name of Japan Official Development Assistance Charter (ODA Charter). On the above mentioned constitution, (1) humanitarian considerations, (2) recognition of interdependence among nations of the international community, (3) environmental consideration, and (4) self help efforts of recipient countries are the basic philosophies. Since 1986 Japan has been the largest donor of bilateral official development assistance to Sri Lanka and the ODA received in various forms of assistance from Japan is now at percentage of 46%. Particularly for the sector of education, Japan is the largest donor since 1977. There are about 15 grant aid projects, especially in building construction. Educational asistance is the most effective assistance for the real development of Sri Lanka, and encourage self-help efforts. Unfortunately, up to now with the obtained aid Sri Lanka has had become dependent and therefore lacking of a self-help effort philosophy. Therefore, in the future, though the grant aid is permitted, it would be appriciated if it can be carried out by Sri Lankans with a view point towards sustainable development. To bring this into practice, giving more priority to educational assistance and finding out the problems which hinder the self-help efforts in the decision-making process and implementation systems could be stepping stones. Finaly, some suggestions to the implementation of Japan's ODA in the education sector are given as follows: -Reconsideration of the request basis principle, -Reinforcement of development survey and project formation research for education sector, -Integration of the aid programs in aid implementation authorities and other agencies involved in education assistance, -Creating an appropriate strategy to encourage self-help effort, -Providing trainning programs of aid management for administrative officers in recipient countries.

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Since the HMI (Her Majesty's Inspector) system was established in 1839, the government has made the most of it as its 'eyes and ears' in order to carry out various educational matters efficiently. Today, HMI's enjoy professional independence from the government and provide advisory services both for schools and the government. The HMI system, however, is subject to the reform of the whole educational system and some people even say that it should be abolished. A new system of inspection by registered inspectors (RGI) has also been introduced, and so on. This paper aims at clarifying the historical principles governing the activities of HMI's and analyzes actual circumstances of modern changes, details of strengthened functions of HMI's and conditions of their independence. Finally, it makes some comments on current reform trends in the HMI system. The contents of this paper are as follows: 1. Historical characteristics and some aspects of the changing process of HMI functions 2. Points at issue in the HMI system and strengthened power of HMI's in the 1980's 3. Tendencies and problems involved in reforming HMI activities today In this paper, the following points are made: First, HMI's have enjoyed independence, which means the freedom to report their finding to the government using their own judgement without external control. They have, however, been given an additional role as advisers who can exercise political judgement helpful to the government. Second, though HMI's faced a risk of abolition in the early 1980's, their power and authority was re-established by the Rayner Report of 1983. Since then HMI reports have often influenced educational policies, and HMI's have come to have enlightened roles for both schools and the government. Third, as compromise and diversities have traditionally been seen in developments of the HMI system, it tends to be influenced by imperceptible factors such as its 150-year tradition or its prestige. The function of HMI's has been influenced by various educational policies, but they have enjoyed stable independence. However, it can be foreseen that such independence of HMI's will likely be changed under today's rapid reforms. This paper also describes some developments recent reforms of the HMI system introduced by the OFSTED (the Office for Standards of Education), and points out that closer co-operation between HMI's and LEA advisers is coming to be of crucial importance. It seems, therefore, that we have to pay continual attention to these tendencies.

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This paper explores the connections between the Self-Managing School (SMS) and Multiculturalism in Australia. The aim of this paper is especially to examine how the educational administrative body involves non-English-speaking background (NESB) parents in the decision-making processes in schools. In recent years many Australian school systems have moved towards the self-management approach. SMS refers to a form of educational administration in which the school becomes the primary unit of decision-making. It differs from more traditional forms of educational administration in which a central bureacracy dominated the decision-making process. In the case of Victoria, the Government has introduced some important changes designed to help more parents and community menbers get involved and contribute to their school's future. Parents have been recognized as partners, with teachers, in affecting educational outcomes, and have been given shared responsibility for making decisions about schooling. Government schools in Victoria are responsible for developing their own education programs within the policies and guidlines which apply to all State schools. Each established local school in the State education system is governed by a school council. School councils are corporate bodies (legal bodies) constituted under the Education Act. A strong relationship between each school and its community is seen as essential to effective learning and to community support for State education. The school council is seen as a mechanism for strengthening this relationship. It is proposed therefore that school councils will decide the major directions of the school program by their involvement in the determination of curriculum objectives, by the use of the resources available to the school and in broad organizational policies. The school council's role in shared decision making concerns such areas as curriculum, finance, facilities, community relations and the selection and employment of certain non-teaching staff. NESB parents experience a number of difficulties when attempting to participate in the schools decision-making processes. In Victoria, in response to the publication of the Ministerial papers and as a result of concerns voiced within Ministerial advisory committee on multicultural and migrant education (MACMME) and other bodies regarding the difficulties experienced by NESB parents when participating in schools, MACMME initiated, in 1984, two. projects '. the parent participation project and the bilingual information officers project. The main aim of the parent participation project was to investigate ways to facilitate NESB parent paticipation in education decision-making. As part of an examination of resources necessary to promote participation, three bilingual information officers were employed and placed in schools, with the brief-to assist parents to participate in the decision-making processes in schools. Though it can't be said that multicultural education policy has given rise to SMS in Australia, it appears to be a propulsive force for developing SMS. In a multicultural or multiethnic society such as Australia, it is necessary to construct the educational administration or system based on smaller units (such as the school) in order to cope with ethnic minority needs.

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(1) The Aim of this Study The main aim of the study in this book is clarifying the actual facts in the history of higher elementary school system in Japan. In Japan, though higher elementary education had been legally distinguished from secondary education, the majority of children aged from 12 to 14 years were taken in higher elementary schools. But since World War II, this school system was abolished, and we have been scarcely concerned for studying or researching on this school education. In consequence of this ignorance, it has been difficult for us to get a clear understanding of Japan's modern national school system. So in this book, I made up the intention of this study to show a more realistic image and a more essential understanding of the Japanese school system through studying the higher elementary school system. (2) Contents Introduction :The theme and method in this study Part I : The System and the Actual Condition of Higher Elementary Schools in their Starting Age Part II : The Popularization and the Contradiction of Higher Elementary Schools Part III : The Reform and the Potentiality of Higher Elementary Schools Conclusion :The Educational Reform after World War II and Higher Elementary Schools (3) The Summary of the Conclusion Although higher elementary schools had been legally distinguished from secondary schools, many of higher elementary schools had the function of secondary education in the early Meiji era. But at the beginning of the twentieth century, higher elementary schools turned into the popular education. In 1926, however, some provisions in the Elementary School Order was revised, and afterward, in many large cities, the school authorities or the administrative authorities tried to improve or reform higher elementary school system. Through these reformations, higher elementary schools became similar to lower secondary schools (new chugakko) in the post-World War II period. We may conclude, therefore, that improvement and reform was a process in the formation of the new popular secondary education in Japan.

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