1 Recent educational policy and the necessity of the legal study of home education. Recent educational policy recognizes that there has been a tendency in the home to entrust the school those things that can be thought of as forming part of the inherent role of the family, including the cultivation of the discipline, emotion and sentiment required in daily life. Reports by central council for education and other reports presented by conference on educational reform have repeatedly pointed out that the family has the ultimate responsibility for the education of children. It is difficult to find any academic and legal research on home education. This paper examines the legal aspect of the home education by historical explanation of the related article of the Civil Code. 2 Rights and duties of parents in the education of their children in the civil code. The article 7 in the Fundamental Law of Education prescribes that the home education should be encouraged by the state and local public bodies. It follows that the role of the government and administration should be limited to giving support to enriching and strengthening the educative functions of the family. Article 820 of the Japanese Civil Code, which modeled mainly after the civil code of French and German, states that persons with parental authority have the duty and right to provide the custody and education for the children under their control. Parental custodial duty means the duty to the care for physical development of the children and to the discipline of the children which has also effect on the prevention of bullying. Parental educational duty includes the duty to the moral education of the children. Rights of parents means the authority to make their children obey the parental directions to enable the parents to discharge their duties to the children. 3 Conclusion and suggestions. Home education means commonly the children's education by parents in the home. Enrichment of home education is the important condition to enforce the educational policy for the school improvement, which include the extermination of the current state of wasteland in education such as group bullying, schoolviolence and juvenile delinquency. In spite of the great expectation of parental responsibility for education, the duty of parents in the Civil Code to educate their children is likely to be the moral obligation. In other words, parents are seldom compelled by any other person to discharge their duty to educate their children at home. In fact, school education depends on the educational functions of families and communities. It is the most important and fundamental problem of the reformation of educational administration, which includes making and enforcing the educational policies, to recover the decline of the educative function of families by taking measures to create new required subject such as 'EDUCATION' in elementary and secondary school, because most of the students are prospective parents.

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It is not easy to scrutinize the accumulated products of historical studies of educational administration in Japan, since the classical work of S. Matsuura "Historical Developement of Educational Systems since Meiji" (published in 1938〜39). But it is very clear that the works of T. Kaigo, Professor of Tokyo University, a well-known authority of the history of Japanese education, written before the Second World War, contributed to the vital reform of the Japanese school system during the occupation period. He was convinced that the Japanese school system should have been reorganized much earlier from the dual system into the single tracked one. He had studied and known well the 6・3 system and the theory of the development of the school system which was organized by E. P. Cubberly of Stanford University, through Prof. S. Abe who had studied abroad in the U. S. in 1923〜24. Kaigo, thus, had rediscovered the idea of a single tracked system within the code of school administration, "Gakusei of 1872." He was convinced that the seed of the idea of the ladder system in the "Gakusei" was destined to grow into the 6・3 system after the War. But on the other hand, Kaigo was rather negative toward the destiny of a school board system transplanted at the same time because Japan had no seed of such a system. T. Nakajima, another student of Abe and later professor of Tohoku University, where he studied and taught educational administration. He had another conviction about the school board system. According to his own experiences of observing the school board system in the U. S. in 1951, he believed that the system should be revitalized in the future, so far as Japan would survive as a democratic country. After the end of the cold war between East and West, his conviction came true. Now Japan needs the school board system revitalized. He had recommended his students to study abroad in the U. S. to study the school board system there. Among them was R. Kimura. He studied abroad in the U. S. in 1963〜65. Prof. Nakajima advised Kimura to study the American and Japanese educational systems comparatively focussing upon the Japanese students studying abroad in the U. S. before and at the early Meiji period. Among them was Arinori Mori. He became the first minister of education in Japan in 1885. He was assasinated on the day of the promulgation of the Meiji Constitution in 1889, after three years of service. Kimura is now a Professor Emeritus of Tohoku University. He has devoted himself to solve the many enigmas of Mori for more than twenty years. After solving certain enigmas, he published "Ibunkahenrekisha Mori Arinori : Mori Arinori, A Traveler Wandering in Different Cultures" in 1986. Referring to the book in this paper, Kimura argued how Mori struggled to implant the board systems in various levels of education in Japan within in his limitted term of office, showing how much we can learn even now Mori's struggles.

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The aim of this study is to clarify the availability of comparative studies for reforms of educational administration in Japan by reviewing comparative studies on school choices. Two viewpoints will be set for examining these studies. One is how they have discerned the conditions which made school choice systems function and the causes which made the systems malfunction. The other is how they extracted the factors which administrators will be able to manage or coordinate from foreign systems. After reviewing studies on school choice in the U.S.A. and in the U.K. authored by Japanese scholars, the following considerations were shown from the view points mentioned above. As to the first viewpoint, some studies about the British school choice system in Japan showed that the system has made social class division more serious because of the differences of ability to exercise parental right on school choice between social classes. The indications of difficult situations were shown by many studies. But insights for analysing background conditions were not sufficient. Many substantial works about the American school choice system in Japan have been done in recent years. Especially, some studies have pointed out the conditions and the causes considering function and malfunction of the systems. A school choice system in the public compulsory sector has recently been introduced in Japan. This reflects insufficiency in accumulation of study from the second viewpoint. As to the second veiwpoint, seven problems which Japanese educational administration will be confronted with were listed as follows : (1)Length of the term of office by a teacher in one school. (2)Application system for teachers allocation. (Reviewing the present nomination system) (3)Flexible arrangement of curriculum by each school. (4)Reexamination of grant system to private school sector. (For extending opportunities to choose private schools) (5)Restructuring super-selective schools. (6)Reviewing compulsory education system. (With reviewing possibility of education other than schooling) (7)Establishing the standard of school evaluation to encourage school innovations. To make the school choice system effective, many other reformations much be considered such as the arrangement of public relations by schools and considerations by local authorities to keep a community consciousness for families who have chosen schools other than those in their catchment areas.

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This paper aims to discuss how the related research on the real situations of the board-of-education system has contributed to policy making conducted by the national advisory councils (e.g., the Ad Hoc Council on Education, the Central Education Council). Attempts were made to examine the three dimensions of the function of the board-of-education system : (1) Policy decision-making by the board of education, (2) policy implementation by superintendents and their officials, which are the subsidiary organs of the board of education, and (3) policy outcomes and impacts (that is to say, modifications concerned with public education made by policy decision-making and implementation). Very little research has been conducted to date on both policy decision-making processes and outcomes. Research on policy implementation, despite its abundant amount, has not been developed in a systematic fashion. Consequently, such research has failed to provide the advisory councils with any reliable findings and information which would enable them to recognize the real settings of the board-of-education system. In addition, such research has failed to draw any determinant factors attributable to the dynamics of the system in the real sense of the word, which form the foundation in order for the advisory councils to design effective reform plans. This is partly because the researchers of policy decision-making processes have seldom tried to analyze the factors of its dynamics, and partly because only one of the factors, which has been assumed to make attributions to the actual setups of performing their duties for superintendents and supervisors, was the population of individual cities, towns or villages where the board is established. It may be concluded in sum that a survey of research to date has not necessarily been contributable to the policy making of the board-of-education system conducted by the advisory councils. One of the major reasons is that as pointed out in the present paper, a well-defined framework for analysis has not been developed as yet in each of the related research.

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This paper is intended as an financial analysis of educational administration and educational finance. The method of this paper comprises two processes. One is questionnaire research to the staff of a local Board of Education, while the other is a case study. At first we extract the problem of national treasury disbursements and execution process of the central government and local governments, so that we can know that the problem lies in the construction of the school as an institution. Second, we study, in that field, the execution process. The results of the questionnaire research are as follows : (1) The staff of the local Board of Education realize that they cannot administer depending upon the local conditions because of restrictions by the central government (in this paper, the Ministry of Education). (2) The staff also think that the system of national treasury disbursements have many problems. First is that of small amounts of money which are expended for the local Board of Education, that they are not expended enough from a unit cost point of view. Second, they are restricted excessively by outlines of the Ministry of Education. They even think that they are controlled by the Ministry of Education through the system and execution process of national treasury disbursements. (3) The staff attend a study meeting and other meetings many times. For example, they attend a meeting on school institutions and lifelong education. But, they also have dissatisfaction with such meetings because they don't have the initiative at the meeting. But, they still regard the meeting as necessary, for the meeting is necessary to complete their duties. The points of this paper are as follows : (1) The system of the construction of school institutions consists of the Ministry of Education, the prefectural Boards of Education, and the Boards of Education in cities, towns, and villages. (2) The main feature in the system is that the prefectural Boards of Education have a power in substance, for the important issues are solved by the prefectural Boards of Education. (3) In the execution process, the Ministry of Education makes use of "the official meeting" and "procedure" to influence the local governments, or the local Boards of Education. And the policy of the Ministry of Education then filters into the local governments and the local Boards of Education.

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This paper is intended as an investigation of the formative and change process of school culture. Generally, the concept of the school culture means frameworks of the recognition and way of thinking, which are co-owned by members of all schools. Recently, this concept has been seen as useful for changes of school organization. But, it is difficult to analyze this concept because of its ambiguousness and vagueness. Attention is thus confined to the "values" which are the core of the school culture. Today, the idea that sees leadership behavior as a value-ladden activity has arisen. Therefore, by considering the principal's leadership behavior, which interprets and changes these "values," I tried to describe the formative process of the school culture reflexively. The ethnographic approach was utilized as the research tool to describe the translating process and changing process of values by the principal. To address the above issues, a case study was conducted in one massive high school. In the case study, all actions of the principal are recorded. The value phenomenon of the principal's behavior that translates into the existing school culture and expresses the new one was considered. The formative and change processes of the school culture that were made clear by the case study are as follows : 1. The principal judged that the existing school culture had some problems because there are too many so-called "achievement-intended values", and this principal tried to express so-called "character-formation-intended values". 2. By action research, it was made clear that this principal uses a lot of time every day to talk with assistant principal or head officer. In this conversation, he represents some plans (eg. school trips abroad) that indicates his new school culture. 3. Over these plans, a conflict of values occurs between the principal and the staff. 4. At this point, the principal usually takes "top-down" leadership behaviors. Because he expects that the staff would change their consciousness of value by being forced to do some action. 5. He also takes emotional leadership behaviors that develop collaborative relationships. Therefore, the staff are gradually faced with the principal's values and finally accept them. That means change in the school culture.

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The purpose of this study is to examine the performance of municipal school board superintendents and to investigate what factors are required for a superintendent to be effective. A nation-wide survey was conducted concerning the competency of 349 municipal school board superintendents and 218 answers were received. This study has two parts. First, the performance of the superintendents is reviewed to confirm postulates which are supposed to be evident truths. Next, the findings which are the base for examining superintendent competency, at both concrete and basic levels, are analyzed. In the first part the main focus is on the relationship between performance and career, and that between performance and the size of municipalities. After making conclusions about these relationships the postulates about superintendents performance and competency are examined. The findings of the process are as follows : 1) Superintendents in no small part have a part in financial and personnel management. 2) While the recognition level of responsibility of a superintendent's duties is always high with all size of municipalities and all career of superintendents, the recognition level of the intensity of duties increases according to the size of municipalities. 3) In addition to the importance of the frame work of "educator or administrator," the importance of experience as an executive should be admitted in both selecting and being a superintendent. 4) Diversification of recruiting sources should go with the specification of competency, which meats the need of the school board. The tendency to recruit younger superintendents has limitations because an educator's professional development happens at a later age. In the second part of the study the sub-skills for superintendents are examined. By conducting factor analysis of 31 sub-skills nine factors emerged, and by continuous second factor analyses of these nine factors two factors emerged. The result of the analyses indicates that top management skills are recognized as important requirements for a superintendent. To summarize this study admits that there is difference of performance among individual superintendents. It is presumed that part of this fact comes from different levels of individual competency. Also differences come from the uniqueness of each school board's conditions. This indicates there is a possibility of applying The Laws and Legislation Concerning Education to some extent to make them more competetive. Diversification of recruit sources does not necessarily produce the intended result. So competency needs to be specifed as part of each school board's conditions. To specify such competencies this study provides one criteria : top management skills are recognized to be necessary, and experience as an executive plays an important role for the superintendent's professional development.

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The purpose of this study is to construct theories about the actual situation of executions of principal's duties and principal's accountability of an elementary school by an ethnographical method. This field work investigation was extended for over 96 hours for 11 days, and I strove to gather material such as fieldnotes, reflective interviews, tape recordings, school handbooks, and other documents. I visited a large elementary school located in a rising suburban residential area. This principal is a man in his early fifties. Findings gained from this study are as follows : 1. Eight "management behavior" factors and nine "intention or purpose" factors were extracted to grasp the actual situation of the execution of a principal's duties. "Management Behavior" consisted of Governing, Staffing, Tour, Planning, Schedule Making and Coodinating, School Trip, Communication, Instruction and Advice. "Intention or Purpose" consisted of Job Construction, Educational Administration Relation, Safe Environment Formation, Faculty Relation, Relation With Other Schools, Professional Skill Development, Community Relation, Student Relations, and Formation and Realization of a Value. 2. A 72 cell matrix was constructed to grasp the actual situation of the execution of a principal's duties and the tendency of a principal's duties. The principal attached great importance to Job Construction by Schedule Making and Coordinating, Student Relations and Safe Environment Formation by Tour, Professional Skill Development and Relation With Other Schools by School Trip. 3. Four accountability factors were extracted from actual situation of the execution of a principal's duties. These factors were "Educational Management Accountability," "Professional Accountability," "Bureaucratic Accountability," "Public Accountability," Ordinally, these accountability factors were included in daily principal's duties. But they will also be visualized in an inappropriate situation. However, these grounded theories are hypothesis theory. Therefore, generalization of these theories is the next assignment.

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The charter school movement, which seeks to establish autonomous public schools which are waived from educational rules and regulations of states and school districts, has rapidly spread throughout the United States. Since it was started in 1991 in Minnesota, 30 states have come to have charter school laws (by 1997). Charter schools not only enable innovative educational practices by teachers and parents, but also provide the possibility of the restructuring of educational administration. The charter school movement is a top down educational reform as well as a grass roots movement. While citizens who are consumers of education came to be empowered by the charter school law, the degree of intervention by the Federal Government into public school education is getting stronger. This paper aims to explain these two seemingly opposite moves of educational reform in the larger structure of educational administration through an analysis of the new functions of the local education authorities as sponsors (charter authorizing agency) brought about by the establishment of charter schools.

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Every household share of education, especially higher education, is getting heavier. In the present system, the ability of sharing the educational cost in each household has great influence on the choice of schools which children will enter. This seems against the idea of the equality of opportunity of education. A scholarship system is thought as an effective means to find a way out of this situation. Therefore, this paper will focus on the ways of selecting scholarship students of the Japan Scholarship Foundation (Nihon Ikuei Kai), which is the largest provider of Japanese scholarships, and research what kinds of students are selected, clarify the effectiveness for equality of opportunity, and ascertain whether the ways of selection are consistent with the idea of that foundation. Its distinctive points are two ; (1) As a standard for selection, there are "character," "health," "academic ability," and "household economy." "Academic ability" and "household economy" are especially regarded as important. (2) The fixed number is allotted to each school. As a result of the analysis, "reserved/ (Yoyaku)" and "the 1st/ (Dai-isshu)" are compatible with "academic ability," "household economy," but "the 2nd/ (Dai-nishu)" is not always. That reveals how difficult compatibility is. In recent years, the standard of academic ability has been changing towards diversity, and the reconsideration of that standard seems expected. Furthermore, although the standard of "household economy" is created rather elaborately, there are differentials between "the family of earned income" and "that of another income." This is caused by the tax system in Japan ; thus, it is very difficult to create a fair standard between all occupations. And, as the number is fixed, although it is created elaborately, it is found that the students in national or public university are more advantaged than those in private ones. Thus, there is an unfairness between the national or public universities and the private ones in the present system. From the above, it can be concluded that the present system is not acclimatized to the present situation in Japan, and it has to be reconsidered drastically.

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The situation concerning school choice in JAPAN has been changing much in practice and discussion today. It seems to be affected by investigation in specific countries. Among them, the U.S.A. has stood out on school choice, which is the main method of educational reform nowadays. In this paper, we put forward that the grand theory of school choice is the market and exam the following two hypothesis. 1) We can use and control the market according to institutional purposes. 2) The market has the possibility of a decentralized system through exchange. We can drive from them that market present new educational institution theory, "Justice of Exchange," instead of "Social Justice." To demonstrate, we analyze the discussion and actual state of market factors in the four school choice types, 1) Voucher. 2) Magnet schools, 3) Inter-school district choice, 4) Charter school system. The person who shows the market factors through vouchers was first Milton Friedman. We can understand that two market factors, the first being school competition aiming to get students, the second being exchange relations based on demand-supply, through Friedman's voucher. Friedman set the first market factor to improve inefficient public schools. The second market factor was set to make for free competition. As many point out, extreme dependence on free competition makes Friedman's ideas unrealizable. However, we can estimate that Friedman's voucher shows parents/students as consumers and visible exchange. Market factors set by Friedman's Voucher are introduced into school choice in the public school system by Magnet schools (MS), while their adoption also accords with two other purposes. The first purpose is race integration, the second is to guarantee various educations for individual growth. The concrete way is thus Alternative schools, of which a representative type is MS. MS are not necessarily the first market factor since it is also a desegregation plan. Concerning the second market factor, it is quasi-relation because the planed founding and running by additional subside. As far as the second purpose, it was discussed that the second market factor, not connected to school competition, was available to educational reform. While the first market factor was eliminated from MS, it attracted attention in national reform starting in 1983 and appeared as Inter-school district choice. However, the first market factor was used in a political way and teacher unions did not agree to it. To compensate for the lack of past programs and to attain educational reform is a goal built into Charter schools. A concrete reform purpose is to offer an educational service according to parents/students' needs utilizing teachers' agreement. Concerning the first market factor, competition is adjusted and concerning the second market factor, exchange relations exist through respecting the teacher profession. The power among actors is dispersed in the exchange. This process is also to satisfy social needs in multiple dimensions by direct action, that is exchange. At last we can point out that to introduce market factors into educational policy in Japan deserves discussion if we think the subject of the post-welfare state is necessary to realize social needs in multiple dimensions by various actors.

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Recently university reforms in China have been promoted under the guidance of economical reform. It is especially important that the administration and the management of universities has shifted from the national government to local governments and the autonomy of administration magnified. As a result, the establishment and the management forms were diversified. Universities were thus established and managed not only by the national government (=national sector) but by local governments, enterprises owned by groups, social organizations and individuals (=non-national sector). Thus, the contemporary trend in China indicates a drastic changeover in the relationship between the nation and universities. In our country, recently, because of financial difficulties, various arguments about privatization or incorporation (=giving government agencies a greater degree of autonomy) of national universities are offered. The promotion and expansion of university education is a very important theme of policy in any nation because it links to the national development and prosperity. China is not the exception. Therefore, we can gain many suggestions from researching them. Researching the transition of the establishment and the management forms of about 1060 universities in all China, this paper aims to explain the characteristics and the problems of the shift to local governments and the appearance of various kinds of establishments. First, it becomes clear that the establishment and the management of universities has shifted to local governments and is managed in concert with several agencies. Second, it becomes clear that the shift to local governments are related to the economical development in its area. Third, newly emerged universities established in economically developing provinces are examined. With these backgrounds in mind we can point out the fact that according to local economical development the labor market was enlarged and labor contents technically intensified. As a result, learning mediums or high techniques come to be in demand. From this study, the following findings were obtained : As the characteristics of the shift to non-national sectionalization, 1) Universities are changing from training schools for the elite into schools opened to the public. 2) University services to society come to the front, and, taking this opportunity, the university becomes lively. This is a distinctive feature of the university in China. 3) The policy making system in the university turns from the directive system by The Communist Party to a council system by many constituents. This shows that the administration and the management of the university has separated from the guidance of The Communist Party. Besides, there are such problems as economical development among the areas in China that will bring an imbalance in the contents of higher education. Moreover, there is a risk of debasement in the quality of education because the enrollment of students has increased in number and too many private universities have been established. After national control was relaxed in China, it is inescapable that various problems have to be solved which appear while the university is popularized, privatized and put on the market.

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1. Purposes and Background of this Symposium. Now we face to great educational reform in Japan. Though it has many aspects, there are two common bases among them. They are deregulation and decentralization. As they were introduced by the overall socio-economic reform, it would be necessary to examine their meaning and limitations in public education. The Executive Committee of 32nd Annual Meeting at Soka University planned this symposium to examine that the feasibility and limtations of deregulation in public education and what would be the role and responsibilty of educational administration in it. 2. Summary of three proposals. Three members in our Society presented their understanding and opinions on this topic. 1) The present tendency and problems of deregulation around public education - by Prof. Kazuo Hori 2) The promotion of deregulation and the role of educational administration in it around public education by Prof. Seishiro Sugihara 3) The limitation of deregulation and the responsibility of educational administration in it around public education by Prof. Masayoshi Kiyohara. Prof. Hori presented the frame of this issue and gave us the view points to consider it deeply. Prof. Sugihara showed us the different ideas to approach this topic. He gave us the radical questions on deregulation in education related to the evaluation of the post war education in Japan. Finally Prof. Kiyohara presented his opinions to us that this matter should relate to decentralization and school autonomy. Also he showed the differences betweeen economic deregulation and social deregulation. 3. Summary of discussion. Though we had many questions and opinions from the participants, it is not available to show all of them. Therefore the followings are the main topics. 1) It is necessary to consider deregulation from the relationship between civil sector and public secter. 2) It is better for understanding of deregulation to examine what are the standards of regulation. 3) As deregulation from administration can be one part of it, it should be considered in both legislative and judical sectors. 4) How to evaluate the present functions of municipal board of education to accept more authorities and how to improve its own capability for deregulation.

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1. The purpose of this theme. Rapidly changing society, for example information society, increasing of aged teachers and mental transformation of young people, causes educational big reform including decentralization in educational administration. Under the recent rapid decentralization, we are imposed to reform the teacher in-service training system locally. Nowadays each board of education has to be responsible for developing modern in-service training program and putting it into practice. What is necessary to municipal corporations in order to systematize their teacher in-service trainings, departing from national control? This session is designed to examine some conditions to manage such a system. 2. Summary of three presentations. The first panelist, T. Chikusa (Hyogo University of Teacher Education) intended to investigate the financial structure of teacher in-service training of national and local government. The next, S. Sakano (National Institute for Educational Research) presented about national trends of teacher in-service training according to census. The last panelist, N. Iwasaki (School Board of Chiba Prefecture) presented the realities of teacher in-service training of Chiba Prefecture in detail and explained the structure of teacher in-service training system. 3. Summary of discussion. Some problems which were pointed out after the presentations are as follows. Firstly, the meanings of decentralization to teacher training system are discussed. Secondly, it was pointed out that the researchers majoring in educational administration were not enough to study the process of making national policies and implementing them. Additionally, the following issues--the travel pay for teacher training, the role of universities in each prefecture, total expense to prepare one teacher, nature of superintendent and supervisor of board of education and so on--were also discussed. 4. Conclusion. What means "decentralization" to teacher in-service training management? From the viewpoint of educational finance, it is important that local financial power should be strengthened. But the effect to children is also important. Finally, we should study the management of teacher in-service training including the role of universities which help the school board to organize and work the system of teacher training and the role of supervisor to take charge of teacher training system.

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1. Background of this forum. Now Japan is the biggest donor country of ODA in the world. Under the economic crisis and financial restructure, it should be turned from the quantity oriented into the quality oriented. Also the focus of ODA is changing from on the infrastructure to on the human development. Though the educational sector is expected to be one of main fields of ODA in future, there is much lack of coordinators and consultants to implement it. We understand that this function belongs to the educational planning or administration. This forum was planned to examine the feasibility and necessity of the educational planning or administration in the educational cooperation and also the role of researchers in educational administration. 2. Speakers and topics. We had four speakers with the following topics in this forum ; Mr. Keisuke Yoshio-MOESSC. The situation of educational fields in international cooperation. Prof. Hideaki Shibuya - Tokyo Gakugei University. The needs for educational development and the direction of its cooperation. Dr. Prasad Sethunga-Tsukuba University. The characteristics of educational cooperation in Japan from the viewpoint of donee country. Prof. Koh Ninomiya-Hiroshima University. The tasks of educational administration in educational cooperation from now on. 3. The issues of argument. We could gain the common understandings in the discussion. (1) It will be more necessary to collaborate with NGO and NPO in ODA of educational cooperation. (2) We, academic persons should have our research topics on policy, planning and evaluation educational cooperation. In this research field, we can examine the merit or demerit of educational administration in Japan objectively. (3) It is expected that the researchers in educational administration would participate in educational cooperation as coordinators and consultants so much.

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This is the report of the 4th Joint Seminar on Educational Administration cooperated by our society and The Korea Educational Administration Society. This seminar was held in Seoul, Korea on 26th September 1997. We had two presentations on the teacher education policy in both countries. First was 'The current situation and some problems of teacher education policy in Korea' presented by prof. Ro working in Han Yang University, Korea. Second was 'The current situation and some problems of teacher education policy in Japan' presented by prof. Wakai in Johetsu University of Education, Japan. After their presentations, two chairmen, prof. Jo and Dr. Sato gave their comments and some questions. We could understand that both countries had similar situation of teacher education and liked to set up similar policy on its reform. We also gained much understanding on the common difficulty to solve the problems on how to improve the quality of teachers.

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While there is little doubt that after the Second World War. Educational Administration Research in Japan (EAR) has advanced both in quality and quantity, in all candor it should be pointed out that EAR has two serious weaknesses. First and foremost, EAR has been apt to be influenced by political ideologies. Not only are research and studies easily manipulated by such partisanship but personal matters such as the employment and promotion of teachers and researchers also used to be at the mercy of political factions in campuses. Another worry in recent years is that there are increasing signs of pinpoint studies where we cannot understand the purpose of authors. Why do they take up such trifling themes? Moreover we cannot help but wonder about the drive which forces them to tackle such subjects. It is essential that both of these deplorable tendencies have a common problem. That is, our narrow view of the world. We should make efforts to broaden our outlook and eliminate these weaknesses in EAR. The following are salient points of my EAR as well as my personal opinions through 45 years' experience. 1. EAR should include studies of school management and operation. As is well known, government sections in each field have their own activities. As a result, public administration research in each field is distinguished from others by focusing on it's own activity. An important feature of educational administration is characterized by the fact that it has the responsibility for running public schools. Therefore, EAR is distinguished from the general theories of Public Administration by focusing on school management. 2. EAR could not be separated from the studies in educational policies. While studies in school management is the core of EAR. EAR does not specify it's sphere of activity. EAR should do macro-level educational policy studies as well as micro-level school management studies. In the former case, it is extremely difficult to make a distinction among organization and the processes of each government section and we could not help but find substantial differences in the contents of policies. 3. In EAR, I have put particular effort in the economic and financial aspects of education. While the main tools of public administration are legislation and appropriation, for educational administration, which is characterized by support of educational activities rather than regulation of them, acquisition and allocation of educational resouces is particularly important. Nevertheless, economic and financial studies in EAR have been very poor compared with juristic studies. We should improve this. 4. It is commonly assumed that educational institutions consist of educational systems and organizations. However, it should not be considered that as legislated means a fixed existence, to say nothing of equating them with a school ladder. It must be treated as one kind of social institution supported by the values of people and social structure of a nation and including such factors as political, economic, religious and military institutions. As is widely agreed, realizing a lifelong learning opportunity is the fundamental responsibility of educational administration, and lifelong learning activities which include informal education and incidental learning as well as formal education and non-formal training. These are essential subjects of EAR. 5. In EAR, we should choose the subject of our studies not because of the authority concerned but by the function of activities. As a consequence, we should include schools and colleges which are under jurisdictions other than those of the Ministry of Education. We also need to attach greater importance to the studies of educational administration and finance concerning the higher education stage and the private sector as well as the primary and secondary stage and public sector.

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