'School choice' is a key word in the public compulsory school sector reform. The idea of school choice system between policy makers comes from the viewpoint of 'marketization' or 'privatization' in education. The supporters of marketisation or privatization in education criticise the public school system as bureaucratic and inflexible. They insist that only through free competition will it be possible to revitalise the public school system. On the contrary, the critics against marketization insist that marketization or privatization in education tends to destroy public education and that it differentiates and ranks schools according to social classes. In this paper, I would like to argue the following points: a) The idea of marketization or privatization in education does not mean to destroy the public education but to advocate a new form of the public education. b) Many theoretical simplifications are made by the critics against marketization in education when they criticize the idea of 'school choice'; the alternatives are parental choice of schools and participation in schooling ; 'school choice' is a denial of common education and so forth. c) 'School choice' has more potential than the advocates of marketization or privatization in education would argue. We need to evaluate this process through case studies in each system of 'school choice'.

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The aim of this paper is to consider, from both the resource allocation point of view and the procurement side, the effect of introducing market principles into the educational field and also to investigate its effect on the current financial accounting system. Two factors contributing to the current Japanese economic crisis are the Japanese style policymaking system, which co-opts the market, and the "state-operated" financial structure, which supports this distortion-inducing system. Market-opening remedies include "financial outsourcing" and a broad reform of the fiscal investments and loans system. The educational goods and services industry is typical of a financially-dependent industry, and the fiscal investment and loans system is an important means of procurement in the educational field. Therefore, means of financial outsourcing-such as privatization, the voucher system, and contracting-out-have been introduced. Local government bodies will still continue to underwrite local bonds for educational services through the fiscal investment and loans system. However, past policies will be changed, introducing substantial "market principle" plans into the underwriting system. With local financial anxiety in recent years, the financial market has already started rating local government bonds by the financial power of the local government body. Moreover, with the reforms scheduled to be implemented next year, special corporations in the educational field will also be authorized to issue bonds. The merit of introducing market principles is in the use of the price mechanism to provide a coordinating function. In addition to optimizing resource allocation, the norm or the code in which anybody trust is also necessary to stabilize the economic and social environment around the market. The educational financial accounting system provides information about the allocation and the procurement of educational resources, thereby providing incentives to optimize them. However, with the introduction of market principles, the single-entry, cash-basis bookkeeping method, which has been used in the government accounting system, can not coodinate this information successfully.It is therefore necessary to convert educational bookkeeping to "Resource Accounting" system, a double-entry accrual method which adheres to international accounting standards, with balance sheets, cost statements, and statements of receipts and disbursements. Conversion to such a system of accountancy will bring many merits to the educational field.

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In October 1999, the Minister of Education proposed a drastic change of the legal status of all 99 national universities from the current "governmental institutional establishments" to a new "independent administrative legal person" (Dokuritsu gyosei houjin) status, in other words, "corporatization" according to the overall administrative reform plan of the central government structure. The Association of National Universities has principally opposed this plan. Although this change has been initiated by political forces intent on improving administrative efficiency and financial savings, the proposal that national universities should have more autonomous status independent of direct governmental control has been, however, historically repeated. This is the old and new problem that was proposed by faculty members at the Imperial University and by the mass media even in the Meiji era, just after the founding of the University in 1889. In the 1970s, the Central Council of Education (Chukyoshin) proposed the idea of the same autonomous legal corporatization. OECD Examiners, who reviewed Japanese educational policies in 1971, supported the idea and the Ad. Hoc. Commission for Educational Reform (Rinkyoshin) in 1980s also proposed the legal person status (Tokushu Houjinka). However, all these governmental plans have not been implemented due to strong opposition from national universities, while national universities have not always been successful each time in competing by proposing strong, alternative ideas based on consensus among academic circles. Although it is not yet certain what the result of this conflict between governmerit and universities may be, in June 2000 the Minister of Education decided to implement the shift and the Liberal Democratic Party also supported the idea. This old but new important question, "what kind of legal status and institutional form should there be" requires the answering of the most basic and fundamental question "What is the concept of the university in modern society, and what is the missions of the university?" Unfortunately it seems that both Japanese national universities and the Japanese government have not yet built a raison d'etre for the national universities that is understandable and accountable to the whole Japanese nation.

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The 1980s reform of educational administration and finance in England and Wales has sought to apply the idea and method of corporate management forms to public sector education, thereby promoting efficiency and creativity in educational services. Changes were brought about by the following main policy developments: the implementation of the Education Reform Act of 1988 ; the introduction of OFSTED (the Office for Standards in Education) inspection regime for schools; and the creation of new headships by the Teacher Training Agency. These policies are responsible for creating quasi-markets in public sector education as well as transmitting a new managerialism in education to everyday processes and priorities in schools. Major policy changes have affected school-based management and emphasized the standards of performance indicated by the central government. As a consequence of undertaking the local management of a school, a headteacher has to be responsible for ensuring good productivity and optimal outcomes. Therefore, headteachers supported by senior teachers are encouraged to use these new discourses as Total Quality Control and Total Quality Management. On coming to power in 1997, the New Labour government advocated the so-called The Third Way in which education policies are endorsed by such key principles as zero tolerance for underperformance, education benefit for the many not just the few, and social inclusion and partnership with those committed to raising standards. Education Action Zones (EAZ) as well as their preference for 'joined up thinking' are typical education policies identified as New Labour's alternative for tackling social and educational disadvantage. This idea of the EAZ is to try to address the integration of different sectors and resources and to break down the boundaries between state and civil societies for revitalizing the communities. In conclusion, the EAZ policy revises the former Conservative governments' quasi-market policy of education and seeks to explore the next stage of New Public Management.

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This paper is intended to make clear the function and role of the Board of Education in prefecture. It is thought that the Board of Education in prefecture conveys the standard and policies of the Ministry of Education to the Board of Education in local government strictly, or more strictly than the original. The Board of Education in prefecture is thought to be the agency of the Ministry of Education behaving non-autonomously. However, what seem to be lacking are the following investigation. First, it must be investigated what means are used by the Board of Education in prefecture as the agency of the Ministry of Education. Second, whether the Board of Education in prefecture can behave autonomously must be investigated. In this paper, those subjects are made clear through studying the policies of the construction of public schools. These policies are suitable for this study because they are executed by the Ministry of Education, the Board of Education in prefecture and one in local government. Through the questionnaire study and collection of data of the Board of Education in prefecture, the following points are made clear. First, although the Board of Education in prefecture behaves as the agency of the Ministry of Education, it conveys the standard and policies of the Ministry of Education to the Board of Education in local government truly and it does not necessarily convey them to the Board of Education in local government more strictly than original. Second, the Board of Education in prefecture can behave autonomously in connection with the Ministry of Education, the Board of Education in local government. For example, the Board of Education in prefecture requests of the Ministry of Education that the plan of the Board of Education in local government should be realized. The Board of Education in prefecture inspects the plans of the Board of Education in local government before they are handed in officially. This behavior is not prescribed in official system. It is one as the agency of the Ministry of Education but it is a new finding that the Board of Education in prefecture behaves autonomously. The Board of Education in prefecture also functions to amend the lack of capacity of the Board of Education in local government. First, the Board of Education in prefecture negotiates with the Ministry of Education about increasing subsidy. Second, the Board of Education in prefecture gives technical information to the Board of Education in local government. Third, the Board of Education in prefecture supplies necessary information for the Board of Education in local government from the beginning when the Board of Education in local government makes plans. In conclusion, it is made clear that the Board of Education in prefecture does not control strictly the Board of Education in local government as agency of the Ministry of Education and the Board of Education in prefecture behaves autonomously so that the Board of Education in prefecture can behave as an advisor for the Board of Education in local government.

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This Study's subject is to clarify characteristic of educational administration in Japan, with investigation of "Sidou" -authority provision for Ministry of Education from the viewpoint of the intergovernmental relationship. The composition of this study is follows: 1. Subject of study 2. Theoretical framework to "Sidou" of Ministry of Education 3. "Sidou"-authority provision, 1949-52 (1) "Sidou"-authority provision in Organization Law of Ministry of Education, 1949-52. (2) "Sidou" -authority provision at section level (3) The system consists of "Sidou" and "Procedure" 4. Conclusion and prospect System of "Sidou" at implementation process of education policy In the first reform after World War II,so many authorities have decentralized from Ministry of Education to the board of education in local government. And intergovernmental relationship in educational administration has been remodeled from "Inspection" to control with legal force into "Sidou" to guidance with superiority and professionalism. So, "Sidou" by Ministry of Education should have started with no compulsory power. But in recent years, the Committee for the Promition of Decentralization pointed that "Sidou" has been taken with compulsory power by local government, and recommended to reform "Sidou" provision. In the Study of Education Administration, the concept of "Sidou" has assumed a complex aspect. But in general, it has been understood as "Supervision". In this concept, the most important part is that Ministry of Education should not employ the power to local public body and the board of education. "Sidou" is not classified the form of legal force. So, it is distinguished from "Inspection", "Administrative disposition" and "Administrative procedure". On the other hand, several recent studies has regarded "Sidou" as "Gyouseisidou" from the viewpoint of function of administrative guidance in policy implementation process. And "Gyouseisidou" usually have no legal basis, but there are some exceptional authority provisions. In some cases, administrator explained this exceptions as the legal bases for "Gyouseisidou". The main object in this analysis is authority provision of Ministry of Education in 1949-52. In 1949, "Sidou" -authority provision has been described to be employ to specially the Board of Education. On the other hand, the sphere of "Sidou" applied to the board of education has not been descriptive at all. In 1952, such a definite methodology has changed to abstract one. "Sidou" has been applied to any parties concerned. After 1952 reform, "Sidou" is generalized in the authority provision of Ministry of Education. In this study, the conclusion is that both "Sidou" -authority and "Administrative Procedure" -authority are situated at the provision of administrative organization and the process of execution, and a certain system consists of them in process of administrational execution. And, financial guidance can be concluded in the system in the cognition local parties concerned. This situation can be regarded as the policy implementation process from a larger perspective. Such a perspective is suggested from several recent studies of "Gyouseisidou". It is useful for investigation "Sidou" -system in the intergovernmental relationship of educational administration in practice.

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"Autonomy of the school" is one of the central themes of the educational reform discussion in present-day Germany. Lively academic discussion has developed around the contents and direction of education centering around "school autonomy". Educational reform that advocates the expansion of school autonomy is advancing in the states of the northwest area of Germany, especially Bremen, Hamburg, Hessen, Niedersachsen, Nordhein-Westfalen. It will be pointed out that through this educational reform, a wider and free discretionary authority has been given to individual schools in the range of educational contents and methods, organization of the school, school finance, and so on. Needless to say, this expansion of such school discretionary authority is a trend that can be confirmed not only in Germany but also in other developed countries where a more efficient education is requested where public finances have experienced a deterioration subsequent to the 1980's. From this point, the educational phenomenon of the expansion of school autonomy in present-day Germany may be understood from the viewpoint of the influence of international activity or the curtailment of expenditure. In other words, the marketization of education. However, man can not understand the essence of the educational reform of present-day Germany from these outward viewpoints alone. It is essential in educational reform at this time that the stronger free discretion authority of individual schools is closely allied with school self-government through the collaboration of Teachers-Parents-Students. Moreover, school supervision ("Schulaufsicht"), which has played a role as the nucleus of the German education system, has come to be reformed in relation to this new school self-government system. This characteristic of the educational reform is shown most clearly in the new educational law of 1994 in Bremen (The School Law and The School Administration Law). For this new educational law, Bremen is regarded as the forerunner of educational reform in Germany. Needless to say, the idea of school self-government and the collaboration of school personnel and the problem of the reform of school supervision have continued to be seen as the most important problems in the educational history of Germany .Yet research regarding the educational reform of present-day Germany is lacking in this historical recognition . As background for such a fact, the aim of this paper is to clarify the structure and characteristics of the expansion of school autonomy in present-day Germany, focusing on the Educational Law of 1994 in Bremen, from the viewpoint of the historical development of the idea of cooperative school self-government ("Schulgemeinde"). With the object of attaining this aim, the historical development of the idea of cooperative school self-government ("Schulgemeinde") is analyzed in the first section, while in the second section the fundamental idea of educational reform in Bremen in the 1990's is clarified. In section 3, the structure and characteristics of the expansion of autonomy in schools from the Educational Law of 1994 in Bremen is analyzed from three points : (Dthe conversion of the view of the school, cthe qualitative conversion of school supervision, (Dthe school conference ("Schulkonferenz") as a central existence of school self-government. Based on these analyses, it becomes clear that educational reforms towards the expansion of school autonomy in Bremen may answer the great problem of the breakaway from the controlled school that has consistently been discussed in the educational history of Germany by creating a new autonomous school in which teachers, parents and students are the independent bearers of cooperative school self-government.

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The purposes of this study are to examine the ways series of teacher management policies based on the norm of the conduct until the middle of the 1800s were developed, and to extract the archetype of the teacher management. This period is considered in this study as the formative period of teacher image. In this period through the norm of the conduct a nation built a moral hegemony in the national educational policies. There are many early researches treated this period. But through the norm of the conduct which is a key notion adopted as control acceptance relations in order to build a moral hegemony, there are some points to be examined. This study aims to fill lack of them. In the 1880s the teacher management laws were enacted. Most of which focused on teachers' conduct. What constituted the conduct? There were different and sometimes conflicting definition of teachers' conduct among the government, the democrats, the public and the teachers. In such a situation a nation with the support of the consensus used law to control the teachers. The Education Act of 1879 proposed by the Ministry of Education had the conduct requirement for teachers. At the Senate conference the conduct requirement was removed from the Act following the opposition of Mr. Togama Kouno. But was later reintroduced in the revised Education Act of 1880, when Kouno became the Minister of Education. Article 37 of this act stipulated conduct condition. Question of conduct was clearly discussed with the aim of evaluating rules of teachers' conduct. Kouno notified all the prefectures to evaluate teachers conduct in 31/1/1881. Early researches did not treat the notice. His successor, Mr. Takachika Fukuoka amended the notice so that the government could exclude teachers engaged in civil rights movements (Jiyuminken movement) and enacted the evaluating rules of teachers' conduct in 7/21/1881. Clause 4, Article 1 of this rule was intended for teachers involved in political activity. Teachers supporting civil rights movement sought the educational activities based in local autonomy and the establishment of teaching profession. And then they demanded that the teachers with bad conduct should be punished. They supported not only the reward of teachers with good conduct but also expulsion of those with bad conduct in the education magazine, Gekkei Shinsho examined in this study. Such teachers' views did not help their position. Rather it compounded it. Facing with teachers supporting that movement, a nation had their consent to teachers' image with good conduct As a result, it let the conduct slide from a moral standard into a punishment standard. Political activities or demands were considered as bad conduct. It took stronger legislative measures barring teachers' participation in politics. Teachers were considered the national agents. Through the norm of the conduct a nation was able to impose hegemony on the teachers.

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This study is focusing on the JET (Japan Exchange and Teaching) Program as a case to analyze the policy making process in the central level. The program has been developed to promote international understanding programs in regional level. And its research theme is to examine the significance of JET Program in the policy process through analyzing the background of agenda setting, the administrative process within the MHA, and the financing aspect. MHA formulated the JET Program as the core program for promotin international understanding policy based on the agenda set by Nakasone Administration which emphasized the strategies toward internationalization. On the one hand, because of the restriction of educational expenditure, Mombusho couldn't find the way to cope with the potential demand for the native English teachers from the local government. But on the other hand, MHA made it possible to formulate the JET Program by adopting the local allocation tax as its budget resource. As a result, the number of native English teachers showed a great increase to the amount of 813 teachers in 1987 by MHA, but there were from 307 teachers through Mombusho program in 1986. The program kept the steady expansion depending on the local allocation tax, and 5 years late the amount of the teachers became more than 3,000, which was designed as its first goal. Since the middle of 1980's when the JET Program was formulated, the amount of the National Treasury's Share of Municipal Compulsory School Education and the Subsidy have been reduced, and most of them are financed not with grant but with the local allocation tax. Under these circumstances, the JET Program can be regarded as a leading case that the education expenditures financed with the local allocation tax. Prof. M. Ogawa (1996) mentioned that it was required to examine the educational finance system through the dynamic analysis that analyze the role and effects of the current educational finance system and structure concerning the policy formulation and adoption in national and local level. This study will be considered to meet such a demand for dynamic analysis.

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The purpose of this paper is to examine the influence of the principal's instructional leadership upon the pupil perfomance as the "Ikiru Chikara" through the organizational process in elementary schools of the area where is carrying out the connected curriculum policy in a progressive manner. Seventeen observed variables and 7 latent variables were used on the occasion of analysis. The name of 7 latent variables are as follows-Dimension of the Vision Sharing of Instructional Leadership, Dimension of the Teaching Support of Instructional Leadership, Dimension of the Promote In-service Training of Instructional Leadership, Positive School Cultures, Teacher's Attitude, Organization Characteristic of Tight Coupling Inclination, Pupil Performance as the "Ikiru Chikara" -The survey target is 396 teachers elementary schools for the area where is carrying out the connected curriculum policy in a progressive manner. The area carried out the policy experimentally from the fiscal year 1999. We carried out the survey from January through February in 2000 and the collection rate was 41%. The following procedure was taken in the construction of hypothesis models. We tried the detection of the latent variable that influences on the "pupil performance" directly through analysis of search model, first of all. It became clear that the latent variable that exerts a direct influence to "pupil performance" as a result of analysis, is only "positive school culture". Next, we constructed 5 kinds of models in the light of this knowledge. The authorization of the fitness degree of the model was carried out by the use of software AMOS. We adopted next 5 index to authorize the fitness degree -Goodness-of-Fit Index (GFI), Adjusted GFI (AGFI), Root Mean Square Residual (RMR), Root Mean Square Error of Approximation (RMSEA), Consistent Akaike's Information Criterion (CAIC)-. As a result of the authorization, it became clear that model E is optimal even, either case of 3 of dimension of "instructional leadership". The hypothesis that becomes the basis of model E is as follows. "The principal will form the atmosphere of school and teaching improvement into the organization through the sharing of vision, the supporting of class, and the promoting of in-service training. The culture that the principal formed will exert influences on the building of the common understanding inside the organization, the changing of teachers attitude, and the improving of "Ikiru Chikara" of pupils. The following suggestion to the practice level was obtained from the survey result. The principal should be esteemed that transmit the message to teachers, "it is impossible to survive, if we do not transform it", on the idea of connected curriculum policy, even than that upgrades such organization structure that corresponds to the policy urgently. This message penetrates into the organization through the principal carry out to adapt the idea of a new policy to the school vision and do restructure the vision, to enforcement of class observation and feedback, to support of curriculum development, and to clarify the relation between curriculum development and training theme.

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This paper aims at darwing an inference about a function of administration on chartering private universities, from an analysis of quantitative data on capacity of private universities. Can the administrative organization (i.e.the Ministry of Education) in charge of chartering control the behaivior of private universities for expansion, by the application of the laws and regulations? This is the main problem that we try to approach in this paper. After the late 1970s, the chartering was made the means of the policy restricting the enrollment expansion of higher education. The restricting policy was stated in the Higher Education Plan, and it was tried to realize by the application of the laws and regulations on chartering. In practice, the third Higher Education Plan is the subject of this analysis to clarify the preceding problem. Sets of the regulations within the period of the third Plan are classified, and the difference of increases of the number of capacity in each types are analyzed. Findings of this analysis are as follws : About the 'ordinary' capacity (kojo-teiin), the establishment-plans that needs to be judged two years weren't restricted but that needs to be judged a year could be restricted. Establishment-plans about'ad hoc' capacity (rinji-teiin) could, too. The behaivior of private universities for expansion could be controlled to a certain degree as for increase of the number of capacity.

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In Japan the higher education is becoming steadily diversified. Under such a circumstance I hope that the universities will positively accommodate all the students who want to study there, and that should keep a certain quality as the highest education institution. To do so, it is the point of this matter whether the universities can cooperate with the senior high schools. If universities lose their quality and reputation they have, Japan will have no hope. I'd like to suggest five things to avoid such a things : As for the admission office, each university has to show its admission policy clearly, examine each candidate's quality, and accept the successful ones on condition that their scholastic abilities are good enough to study there. However, I worry that this system may cause recruiting new students before graduating from school or may be a new burden for high schools. Universities should encourage to admit more students in September-fall admissions. I think that there are two reasons why the scholastic level of high school students has declined recently. One is that the number of the subjects the high school students need for their graduation has decreased. Another is that universities have decreased the number of the subjects in the entrance exams. It is a good sign that the listening comprehension test will be put into effect as a part of the preliminary entrance examination to college. I hope that the entrance exams to college will become more theoretical, comprehensive, and interdisciplinary to foster students' thinking power.

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The problem of the articulation between the primary, secondary and tertiary education is more than the technical problem of how to improve university entrance examinations. It is a matter of how to define education at the secondary level or below, as well as tertiary education such as universities, and thus it is a fundamental issue in educational administration. For a long time all of the lower secondary school graduates who wished to pursue upper secondary education has been accepted by schools. On the other hand, even though their quotas have been expanded, universities traditionally have been selective. However, nowadays all the upper secondary school graduates who want to study at junior colleges can find a place in such an institution, and it is presumed that a similar situation will exsist at four-year universities in the near future. Thus, traditional examinations, whose major function is to select applicants on the basis of their abilities, will not function any more because other functions such as the distribution of the applicants on the basis of their aptitudes will be more important. Additionally, in an attempt to attract more applicants some universities have decreased the number of the subjects in their entrance examinations to lessen the burden on the applicants. In such circumstances, those who study small numbers of subjects can enhance their chances of passing necessary to pass the entrance examinations by concentrating their study time on these subjects. Therefore, it makes good sense to the applicants to lessen the number of subjects they study if they are to be tested on a smaller numbers of subjects. This tendency has been supported by revisions of the courses of study, the creation of integrated courses at upper secondary school, credit-based upper secondary schools, and the increase in the number of upper secondary schools that allow significant freedom in the students' selection of subjects to study. Consequently, the variety of subjects available in upper secondary education is tending to decrease and university entrance examinations are becoming easier. This will eventually result in more students not receiving the academic training at the upper secondary school level to obtain academic skills and abilities necessary for specialized education at universities. The problem is not only this mismatch in academic training: Those who would not be accepted by universities due to lack of academic abilities will enter universities in large numbers. The universities will either have to lower the level of education on offer, or come up with more remedial programs to instill in the increase at the students who are not equipped with academic skills and abilities the abilities necessary to pursue studies. There will be no simple solutions to the problem. However, we discussed this matter in this conference in the hope of making suggestions to the Council. Three specialists expressed their ideas from the points of view of entrance examinations, upper secondary school education, and university education, followed by heated arguments with the floor.

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1. Introduction From the Meiji time to today, education was always one of the national maximum concerns. It shows that the state has very strong concern in the contents of the public education centering on a school-education system. The purpose of this announcement is by referring to deployment of textbook administration to consider the national participation to the educational contents. 2. National Participation to Education before World War II It is well known that the national participation to the educational contents is being gradually strengthened for thought control of people in the maintenance process of the Meiji state. The changes of a textbook system in prewar days show that the textbook system was used as a very effective policy for the national participation to a curriculum. 3. National Participation to Education in Postwar Period The so-called 1955 regime of Japanese politics was the very unbalanced situation in the determination structure of an educational policy. That is, the "Liberal Democratic Party-Ministry of Education partnership" which is in a predominant position politically has monopolized decision of an educational policy. By this, the "Japan Teachers Union-Socialist Party partnership" will be gradually driven into a plight by the slogan "educational political neutrality." Consequently, national participation to the educational contents was performed powerfully in order to attain strengthening of nationalism, and the talented person cultivation for economic growth. Especially the national participation to the educational contents has the feature in the point performed in two forms of textbook control and regulation of curriculum organization. When it looks back upon textbook administration of Japan after the war, it turns out that the fundamental framework of the national control to a textbook is completed in the mid-1960s. 4. Conclusion Generally, it is supposed that it is the time of the post 1955 regime of Japanese politics now. And there is observation that the form of the national participation to education will also change in connection with today's political / social structural change. However, the political subject of nationalism strengthening and the talented person cultivation for economic growth has been thought as important actually more than at the former. In this meaning, it can be said that there is no change of "public education" concept in Japan. Therefore, the framework of the national participation to the educational contents will be fundamentally eternal under the post 1955 regime of Japanese politics until "public education" concept changes. That is, though "decentralization" and "deregulation" are pursued in the domain of other educational administration, it is thought that it is unrelated to the national control to the educational contents.

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1. The purpose of thesis and the prospects for next yesr's sessions For a long time since the Second World War, the Ministry of Education (Monbusho) has maintained its strong administrative and fiscal power over the local educational authorities (the prefectural and municipal Boards of Education) and the schools. But from the mid-1980,more especially the mid-1990, the political tendencies in educational administration toward the decentralization and delegulation are becoming strongly year by year. The roles and responsibilities of the State (central government) will be changed to more reduced or smaller than now. We have to analyze it and propose what and how the responsibility of the State should be in the 21st. century. The reports and discussions in annual conferences about the above thesis begin in 1999 and will last into 2001. The theme of next year's conference session is the comparative studies of foreign cases. In the last year session in 2001, we will deal with how the Nation-state's responsibility for school educational should be in the present and the future in Japan and further examine the problems of it. This session, the first year, focuses the analysis of historical developement of Japanese State's responsibility for school education; that is, how the State has controled and regulated the national standard curriculum or textbooks, school governance system, educational finance system, and what purposes those policies had. 2. Summary of three reports and presentations In this year's conference, three reports were done to show and realize the historical developments of education policies and circumstances. Prof. Mikami insisted that the enactment of Private School Promotion Subsidy Law and Special Training School Law in 1975 was the very important turning point in the financial policy on public education. And he tried to persuade us the necessity of studying in the relationship between the educational administration policy and the meaning of Article 89 of the Constitution. Prof. Yamaguchi, on his report "the change of national responsibility in a curriculum policy", concluded that the framework of the curriculum control by the central government was established in 1963, and will not be changed from now on without the drastic change in the concept of "public education" in the future. Prof. Ojima gave an overview of school administration policies in postwar years and proposed that in "the Third Reform-Period" since 1980s each school would have to show its originality in school management. 3. Summary of the discussions After the above three presentations, we took some questions and heard opinions from the participants in this session. Prof. Mikimi's insistence had a great impact on many participants, but it was accepted with approval in general. There were some opinions that the structure and meaning of the concepts of "State responsibility" for education should be more clearly and accurately.

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The purpose of this paper is to evaluate the state of educational policy studies in Japan and to suggest the theoretical andmethodological issues to be considered for policy studies to morecontribute to improving educational policy and policy process. As for the current status of educational policy studies, it hasbeen primarily driven by the motives of political opposition and confrontation to government policies and has been characterized by partisan and ideological analyses of them. It has put lessemphasis on theoretical insights and empirical evidence and moreemphasis on making a political assertion. It cannot be denied that the field of educational policy studies has not matured yet as a empirical-scientific enterprise of policy analysis that produces reliable and relevant policy information to government officials engaged in making, deciding, and implementing educational policies. Such a state of the art in the field resulted in discommunication between researchers and policy makers. It might be said that the discommunication deprived the field of the opportunity and motivation to mature as a scientific enterprise of policy analysis. In addition, it has brought about many shortcomings and difficulties in the field -for example, lack of researchers who specialize policy studies, lack of data-base, lack of system of dissemination of research information, lack of university-based or public-supported educational policy research center, and so on. There are many methodological and theoretical issues for advancement of effective and relevant policy studies in education. It was suggested that we have to distinguish the logic of policy-oriented, problem-centered thinking from that of science-oriented thinking and have to attempt to make the field open to policy makers and to produce research information relevant to policy making processes by frequent communications and cooperations with policy makers. The important thing for us is to be trusted as producers of reliable and relevant policy information.For that purpose, we need to focus on factors related to political viability and administrative feasibility of policies, and political instruments available to policy makers need to be focused.

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1. Purpose of this thesis It is very important to evaluate the availability of studies on educational administration. How do studies on educational administration contribute to the actual practice in educational administration and the formation of policies and plans to reform educational systems? But this problem hasn't been much considered in our society up to now. Therefore, we (the task force) decided to grapple with this difficult problem for three years. We focused on how studies on educational administration are useful for making educational policies and for planning reforms of educational systems in the first year (the 34th annual conference). Concretely, the following two points were examined : (1) contents and method of studies on educational administration, and (2) researchers' participation in educational policy making processes. 2. Summary of the three presentations The first presenter, K. Hori (University of Tsukuba) asserted that studies on educational administration have not contributed to educational policy making in Japan, and pointed out some conditions to improve the present situation, with reference to many papers related to this thesis in the United States. The next, T. Tokunaga (Ministry of Education, Science, Sports, and Culture; MESSC) described the characteristics of MESSC's policy making processes, especially, of the writing of the Central Council for Education's report titled "The Model of Local Educational Administration in the Future" (1998), which called for drastic reforms, and offered some proposals to improve the relationship between researchers and policy makers. The last presenter, Y. Tsuboi (Aichi University of Education) analyzed recent trends in the Politics of Education Association in the United States, which has inquired into the availability of studies on educational administration, and emphasized the great role that researchers have played in the reforming of Chicago's educational administration system. 3. Summary of discussion and the conclusion The availability of studies on educational administration has indeed been low until now. However, political conditions have changed, and it has become less difficult to conduct empirical studies with the intention of proposing realizable alternatives for policy making. The requirements, including an accumulation of empirical studies and an activation of policy evaluation studies, to raise the availability of studies on educational administration were emphatically presented by three reports and discussion. The relationship between researchers and policy makers was formerly characterized as "discommunication." But this relationship has also been changing recently. For example, many papers concerning educational administration are being collected and findings from researchers are frequently adopted in national advisory councils.

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1. The Purpose of International Symposium The International Symposium titled School-Based Management was held in the Hannam University (Taejon) at 17th September, 1998 hosted by KSSEA (Korea Society for the Study of Educational Administration). This Symposium formed a part of schemes based on the joint seminar between the JEAS and KSSEA. The purpose of the Symposium was noted by Dr. Sam Hwan Joo (President of KSSEA) in his opening address with utter conclusion, "it will be meaningful to exchange our experiences and opinions on the bright sides and dark ones of "school-based management" as an alternative for school improvement". 2. Themes of Presentation, Speakers and Discussants 1) Models for Leadership in the Information Age Dr. Thomas J. Penland, Taejon Christian International School, USA Discussant: Prof. Dong-Seop Jin, Seoul National University, Korea 2) The Changes of Japanese School Management and Administration in the Past, Present and Future Prof. Toyokazu Urano, University of Tokyo, japan Discussant: Dr. Man-Soon Nam,Hongik University, Korea 3) School-Based Management as the Panacea for Effective School: The Hong Kong Experience Dr. Ho Ming Ng, University of Hong Kong, Hong Kong Discussant: Prof. Se-Young Chun, Chungnam National University, Korea 4) Making the Links to Learning: Global Findings from Research on School-Based Management Dr. Brian J. Caldwell, Prof, and Dean of Education, University of Melbourne, Australia Discussant: Dr. Hyunsook Yu, Kyungnam University .Korea 5) School-Based Management in Korea: Process of Institutionalization and Prospect Toward Success Prof. Seung-Yul Kim, Kyungnam University, Korea Discussant: Prof. Takeaki Nakadome, University of Kyushu, Japan 3. Abstracts of Presentations Pres.1 : After a concise review of American culture, auther suggests the leadership skills required for success in the new century and the relationship between them and school-based management. There are four areas in the leadership skills; Collaborative Leadership, Strategic Leadership, Global Leadership and Character/Values Leadership. Only leadership that combines collaboration, strategic thinking, global mindedness, and is "others" value driven is appropriate for education in the "information age". Pres. 2 : Auther argues the changes of Japanese school management and administration in the past, present and future. After difining SBM as "open-to-the-public type of school management", he argues that SBM is required for three reasons in recent Japan; needs of the current generation and present education, consistency with the philosophy of the Constitution of Japan and the Fundamental Law of Education and accordance with the spirit of the Convention on the Rights of the Child and Education Reform Movement in the world. He gives an example of SBM in a prefecture; "Educational Reform in Tosa", and notes that it will take much time to extend the idea of open-to-the-public type of school management to the whole of Japan. Pres. 3 : Auther's aim is to examine the conception of SBM and its effects on school effectiveness and performance in general, and to scrutinize the implementation of SBM in Hong Kong in particular. He starts to look at the elusiveness of the SBM concept and then closely examines the logic of SBM and its underlying premises. Pres. 4 : Author's view is that there are three generations of studies of school-based management discernible across the world, and it is in the third generation that the nature of the linkage between SBM or school self-management (SSM) and learning outcomes can be mapped in a manner that can be trustworthy in policy and practice. Particular attention is given in this paper to the research conducted by the Cooperative Research Project and J.Wee in Victoria, Australia. Those work delineated maps of direct and indirect links between SSM and the student

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In this paper, the author discusses the necessity of "Head-start Research" and "Utility of Research" in educational administration research in Japan from the following three viewpoints. (1) "Head-start research" and "catch-up research." Generally, educational administration research in Japan has been started in order to catch up only after a certain policy has been implimented or an administrative measure has already been taken. Regardless of whether it is theoretical or practical, it is expected that educational administration research should be consciously and positively oriented to "head-start". (2) Contribution to educational policy-making and reform. In the 34th annual conference of the Japan Educational Administration Society (1999), "the utility of educational administration research in educational policy-making and reform" was discussed. This was done with the aim of recognizing "the social significance" of educational administration research and enhancing it. (3) Integration of theory and practice. It is expected that excellent theories will be put into practice and that from fruitful practice improved theories will result. Cooperative research is needed from both the theoretical and practical sides of things. For "Reality without an ideal is blind, and an ideal without reality is vacant".

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