The mission of the Ministry of Education is to promote education, science and culture. This mission differs from the aims of other Ministries overseeing such areas as industry, finance, construction, etc. The administration of the Ministry of Education also extends to the moral and creative development of Japan's youth. Covering these special fields of activities, the administration of this Ministry requires a particular professionalism, as follows : 1. The educational administration needs to take special care to gurantee and promote the neutrality of education. No governmental organization should exercise political authority in or over schools. 2. It is important to secure autonomy for universities and private schools. The administration should not interfere with their independent management. The Ministry of Educaion should gain understanding from univesities and private schools and manage them without issuing orders or commands. 3. To achieve its goals may take many years in the field of training and reserch. Therefore, long-range educational planning is needed to obtain good results. 4. In regard to the management of schools, the Ministry should not be overbearing or controlling. Guidance and advice are the best ways to assist in the management of schools. In managing institutions of education or research imperative orders are not useful. Instead of orders, comprehensive information should be given, and their own independent judgments should be respected. In our modern, information-oriented society, giving comprehensive information and respecting independentally-made decisions are the best ways to manage the educational system. 5. Specialists who are in charge of administration should not be attached to their own reserch fields. They should be able to take broad viewpoints and make objective decisions for policy-making.

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The aim of this essay is to study the reform of educational administration and the teacher system in post-war Japan, and to discuss development of the professional abilities of educational public services for the future. The Law for Certification of Educational Personnel enacted in 1949 established certifications for superintendents, teacher consultants and principals, according to the strong instruction by CIE (Civil Information and Education Section of Supreme Commander for the Allied Powers). These certifications were to be issued not to public officials but to teachers. In other words, these school administrators and supervisors were recognized as educational professionals. Under the occupation, CIE decentralized educational administration and tried to spread an experience-oriented curriculum. The certifications for educational administrators had a close relationship with this experience-oriented curriculum and the decentralization of education. Before the end of the Second World War, studies of educational administration and educational leadership had not been developed in Japan. There were no courses for the profession in universities. CIE sponsored the Institute for Educational Leadership (IFEL) where selected Japanese teachers assembled for six to twelve weeks and studied educational administration and leadership in the new educational system. Even if a person had the certificate, however, he or she was not necessarily suitable for the position. In 1954, the Law for Certification of Educational Personnel was revised, and the certifications for superintendents, teacher consultants and principals were abolished. In 1956, the Law Concerning the Organization and Function of Local Educational Administration was enacted, and the educational administration system was again centralized. Since 1958, when the national course of study was revised, school curriculums were changed from experience-oriented to subject-oriented. The Ministry of Education stated that all the teachers in Japan should teach consistently with this course of study. After these reorganizations, boards of education have had less discretion to make educational policy. In recent years, the educational system is becoming decentralized, and an experience-oriented education is being adopted in schools, with boards of education able to make policy at their discretion. The professional abilities of educational administrators are thus becoming more important and more necessary. In graduate schools, many professional courses have been established in various fields, and the teaching methods for business persons or professionals are developing. Studies of educational administration in Japan have likewise developed considerably in fifty years. Now there are many scholars in educational administration, and we have a number of academic societies concerned with educational policy, administration, and management. In the future graduate courses for training school superintendents should be established. The teaching not only of theories but also of practices for the profession for graduate students experienced in teaching or general administration should be developed and promoted.

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"School autonomy" has been becoming the main characteristic of Japanese way of school governance as in developed foreign countries in recent drastic education reform in Japan. Such a trend has been driven by the 16th report of central education council, the advisory organ of the Minister of Education. The main areas for school empowerment have included the empowerment of screening right of principals, the broadening of discretionary right of principals to organize characteristic curriculum of each school, and the strengthening of discretionary power of principals for school budget. But school empowerment has also brought about the introduction of stricter school accountability measures as school assessment program, or school participation by the parents and so on. As a result, the image of school organization has been changed from that of teacher organization to the ecological school-site where many people including teachers collaborate for the education of pupils. The conflict of teacher professionalism with parental involvement into school management or layman control of education has occurred under this situation. There are two ways to solve this situation. One is to define the teaching profession as quasi-, or semi-profession in comparison with typical professionals, as lawyers, medical doctors etc. Another one is to re-define the teaching profession as opening the way to the true professionals by emphasizing the peculiar character of this profession as human management job. This paper stresses the latter approach from the standpoint of teacher professionalism, and emphasizes the endeavor to clarify the content and structure of education management skills for teachers by introducing Professional Development Schools (PDS) concept in the U.S.A.

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New educational reforms have been launched under the policy of de-centralization in Japan from the 1990's. Many local school boards have started unique local school policies and thus need more local-oriented educational professionals than before. A conflict has arisen between the centralized teacher personnel appointment system and the de-centralized educational system, especially concerning the appointment system of the chief of consultant office at local school boards. The position of chief of "teacher consultant office" in Tokyo is one of the key positions in the centralized teacher personnel appointment system, yet few researchers could approach them because it has baeen difficult to collect data. For this paper, I collected data on personnel changes from lists of names from 1955 to 1991. This paper, thus presents research on the process of the organization of a "teacher consultant office" in Tokyo, especially the appointment system of the chief of the consultant office. I would like to argue the following points : 1. According to the expansion of schools, "'an advisory system" has also expanded at the level of local school administration. Every year a large number of teachers and teacher consultants change in position from one school board office to another. The establishment of an advisory system at the local educational administration level means that there has been a replacement of municipal government officials by school professionals and that municipal educational systems are now linked to the educational systems of metropolitan areas. This also means that the changes in personnel cycles have become shorter and more broadly-based. 2. It is clear that the members of school boards have an appointive power for the staff of their office through the recommendations of the superintendent, but the actual process of decision-making of personnel affairs is complicated and not at all transparent in contrast with the lucid explanation required by the law. It is hard to explain who actually governs school personnel affairs. Although it is hard to collect data on personnel policy-making processes, this will be needed to research more deeply the discretion of educational administrators in the teacher appointment system. 3. When we reform an educational system and make it more de-centralized, one of the points is the autonomous ability of a local school board. The position of the chief of the "teacher consultant office" will then become more important. We now need to reconsider the appointment system of the chief of the "teacher consultant office". A simpler decision-making system will be needed as authority shifts not only from school professionals but also in terms of more democratic educational politics.

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The purposes of this paper are to clarify the functions and construction of the due process procedural system in the educational administration in the United States of America in order to learn how to justify decisions of educational administration through procedures under a diversity of value and the decentralization of educational administration. There are four types of the procedural system in educational administration. These are (1) democratic procedural system, (2) due process procedural system, (3) negotiation-conciliation procedural system, (4) judicial proceedings procedural system. The due process procedural system is essentially consists of notices and hearing and is a procedural system for hearings before decision-making. The school board must notify the people affected by a decision and include them in the process of making decisions, and provide them with an opportunity for a hearing. This paper analyses the functions of the due process procedural system in teacher and student discipline, and drawing up individualized education programs for handicapped children. Important factors of the procedural system in which the people affected by a decision will accept the decision are, in general, the participation of the people concerned, the assurance of substantial discussion, the opening of information, the accountability to the public, the hearing officer's fairness and the decision's standing in terms of reasons. This paper comes to the following conclusions : the due process procedural system has as its first function that it justifies decisions of educational administration through procedures. The acceptance of a decision depends not only on the outcome but also on whether the procedure as such is considered fair. The more the adversaries involved-according to the basic hypothesis-evaluate a procedure as fair or just, the sooner they will accept the decision resulting from the procedure as just, even in those cases where the outcome of the procedure represents an objective disadvantage for them. That is the so-called procedural justice function. The second function is that the school board must obey the due process procedures whenever it wants to make the decision, that is, it cannot absolutely make the decision without obeying the procedures. The procedures are "sacramental requisites" that must be strictly followed before and during the hearing. If the school board does not follow the due process procedure, its act in decision-making, no matter how deserved the decision-making is, may be void. The third function is that this system integrates the participation of the people concerned, the assurance of substantial discussion, the opening of information and accountability to the public, the hearing officer's fairness, and the decisions standing as to reasons, etc., as a whole. The fourth function is that this system has an educational effect on teachers, students, and parents.

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The purpose of this paper is to reexamine how Kotaro Tanaka thought about the relations between educational administration and the educational rights of teachers in his theory of the independence of educational rights. For this purpose, I analyzed works which he wrote from the pre-World War II period to the post-war educational reformation period. The composition of this paper is as follows : Introduction 1. The Position of Education in the Functions of "the State" 2. Central Educational Administration 3. Local Educational Administration Conclusion Kotaro Tanaka asserted the independence of education from politics and administrations by adopting the educational rights of parents as the ground for arguments and by relating the independence of educational rights to the independence of judicial rights and the self-government of the university. Meanwhile, he stated that education should be administered in accordance with certain laws and through governmental offices. He also explained that governmental offices were divided by roles, regions and upper and lower relations. With reference to these facts, I had to consider his theory about the relations between educational administration and the educational rights of teachers. With regard to central educational administration, Kotaro Tanaka stated that the tasks of the Ministry of Education were the preparation of conditions about education. However, this does not necessarily mean that teachers can determine and practice educational content, for he accepted the idea that "the state" can interfere in this area, and intended that "the governmental authorities" determine it on condition of consulting specialists and that "educational administration authorities" practice it. With regard to local educational administration, he asserted the independence of education from local general administration. Meanwhile, he intended that "the state" administer education through the centralized system under the leadership of the Ministry of Education. Moreover, he demanded to incorporate local circumstances into educational content by keeping in close contact with "local administrations." Considering the above-mentioned facts, I cannot help doubting the interpretation that the principal object of his theory of the independence of educational rights is the independence of the educational rights of teachers from educational administration. He intended that the Ministry of Education situated at the top of a centralized system should administer the preparation of conditions about education. Moreover, he thought that general administration played an important part in organizing educational content.

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This paper is to focus on the situation concerning opportunity and quality in Indonesian basic education by using the Indonesian Family Life Survey data. This survey was implemented by RAND and the University of Indonesia in 1993. One result is pointed out that the variable of average schooling years in a community is important in order to prevent unenrollment at the level of primary education. This variable can be understood as reflecting the recognition of a community as a whole regarding the meaning of basic education. Variables concerning parental education are always significant here, too, and found to be important at the level of lower secondary education, in particular. Alternatively, turning to academic achievement, community factors have more effects in primary schools. On the other hand, many variables concerning school environment can be seen as more significant in lower secondary schools. Still this shows that in order to enhance quality in primary schools, disadvantaged individuals or groups should be the targets of intervention, while it is also important to improve learning environments in schools and the quality of teachers in particular at the lower secondary level. These differences can be interpreted as follows. The primary school has been universalised to nearly its full extent, so pupils with various family backgrounds are enrolled. Thus, individual differences in academic ability or family social and economic status, or the recognition of a community regarding education may decide their academic achievement. On the other hand, lower secondary school is still in the process of expansion, and pupils are screened for entrance. In other words, only pupils from a household with social and economic status to a certain level can be enrolled in lower secondary schools. Thus, the standard of students' academic ability and family background is not so different, and the environment in a school will decide the academic achievement.

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The purpose of this paper is to obtain clues to the involvement of superintendents through clarification of the influence of the superintendent's leadership on principals and school organizations. In our analysis we reviewed the finding of previous research and then constructed a new framework for analysis. One aspect is the assumption that the superintendent's leadership exerts influences on the principal's leadership. Another is that the superintendent's leadership and the principal's leadership exert influences on school culture. In accordance with this framework, we set up six superintendent leadership variables-"instructional leadership," "administrative leadership," "political leadership (upgrading school conditions)," "political leadership (adjusting relations of interest)," "political leadership (transmitting one's vision to the community)," and "excessive intervention" ; three principal leadership variables-"sharing vision," "teaching support," and "promotes in-service training" ; and three school culture variables-"collaborative culture," "experimental culture," and "autonomic culture." The survey object was 1128 elementary school principals derived by random sampling. We carried out the survey from February 2000 and the collection rate was 52% (585 participants). Next, results were obtained through analysis in this survey research. The first result is that the leadership dimension of "administrative leadership," "political leadership (upgrading school conditions)," and "political leadership (adjusting relations of interest)" exert positive impacts on principals. This result shows that the leadership power of a principal increases by way of involvement by the superintendent, that the superintendent should intentionally work on adjustment with principals concerning the evident control of policy, and that he/she should support principals through the upgrading of a school's conditions, and should make an effort concerning the adjustment of relations of political interest. The second result is that the leadership dimensions of "instructional leadership" and "administrative leadership" exert negative impacts on school culture. The former exerts a negative influence on "collaborative culture." On the other hand, the latter exerts a negative influence on "experimental culture." This result confirms survey results shown in previous research. The suggestion that is obtained by this result is that the superintendent should infuse his/her own educational values to school organizations through adjusting such value with principals and considering the organizational situation and school autonomy. The third result is that the leadership dimension of "political leadership (transmitting one's vision to the community)" exerts a positive impact on school culture (ex., the "experimental culture"). This result shows that the superintendent who succeeds in the transmission of his/her visions to the community or in the construction of relations of trust is contributing to the formation of a transformational atmosphere in a school's organization.

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The purpose of this paper is to examine the process leading to the revival of calligraphy education in elementary schools during the Occupation period by focusing on activities of an interest group that obviously played an important role in the revival. Through this analysis, I hope to find clues to reveal the ways in which educational policy-making proceeded under the Occupation. Calligraphy education in elementary schools was discontinued through the establishment of the new Course of Studies in 1947, but in 1951 it made a revival through a revision of the Course of Studies. In the particular situation of the Occupation, what made this policy change possible? What political dynamics existed in the background for this policy change? My research shows that a series of interest group activities by the calligraphers' association, led by Shunkai Bundo, exerted a great impact on the revival of calligraphy education. This interest group tried to accomplish the revival of calligraphy education by taking energetic actions such as making petitions to the Diet and the Ministry of Education, and getting in touch with the Civil Information and Education (CIE) of GHQ/SCAP. Initially, the Ministry of Education was not favorable to the movement, but its negative attitude gradually turned into an affirmative one as the revival movement increased its momentum. Under the pressure of the revival movement, the Ministry of Education undertook a nationwide survey investigating public opinion about calligraphy education. The fact that Shinzan Kamijyo, one of the leaders of the calligraphers' association, was also a member of the Council of the Course of Studies (Kyoiku Katei Shingikai), helped the calligraphers' association make an effective appeal to the Council. His activities influenced the Council, which fundamentally opposed the revival, to become favorable to the revival of calligraphy education. It is certain that mainly owing to Bundo's own initiative to promote the movement, the group mentioned above played a significant role in bringing about a policy change, from elimination to "revival". Takeshi Ishida, a political scientist, has maintained that any interest group could have only limited impact on the policy-making process under the Occupation because the Occupation Forces had a dominant and overwhelming authority. However, historical facts make clear this policy impact by the calligraphers' association, which demonstrates that interest groups, even under the Occupation, could manage to affect policy. It may be because of CIE's low commitment to this issue of the revival of calligraphy education that the calligraphers' association attained their goal. Some CIE officials were reluctant to authorize the revival, but CIE, as a result, allowed the Ministry of Education to take its own initiative in a decision on the issue.

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The purpose of this paper is to examine the influence of the educational policy of a local assembly, and to analyze the features of educational policy in comparison with policy in general. The head of a local government and the assemblyman have seldom been taken up in research concerning educational administration studies. However, local politicians also need to inquire into the decentralization reform progresses. This viewpoint is also required in order to clarify the role of the board of education. This study focuses on the assemblyman. Because there are many such people, it is easier to acquire information than about the head of government. A questionnaire was used as the research method. This questionnaire was given to assemblyman and the board-of-education secretariat personnel of Hiroshima and Ichikawa cities. Since both cities have high policy capability and are both large, it chooses as subjects of this survey. Through this survey, the following points became clear. First, for policy in general, the mayor has influence the most, and an assemblyman has the second-most influence. However, in educational policy, the mayor or the superintendent has strong influence. Whereas an assemblyman has less influence, not more than a third position. An assemblyman's influence is weaker than a superintendent's. Unlike policy in general, in educational policy, an assemblyman is not in the second position in local government. This result differs from the results of previous research. This is because the existence of the superintendent is taken into consideration in this study. Second, in educational policy, an assemblyman has influence by consideration of policy in general. Third, in educational policy, an assemblyman seldom has influence in the creation of a policy proposal. However, he or she has influence in supervising the execution of policy. Fourth, an assemblyman's influence changes with the features of an educational policy. From these result, the following suggestion's are obtained. First, the existence of the superintendent has affected the assemblyman's role. Second, educational policy has the same or more actors than policy in general. Third, the superintendent of education's status is the same as the three top-ranking officials. After this study, the problem is to clear factors, which determine an assemblyman's influence in educational policy. For example, the features of an educational policy and the institution itself may have determined this. It is also required to categorize various local governments on a scale of society, economy, environment, and political power, and to investigate them.

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1. Purposes of this symposium. This symposium was held at the 35th Annual Conference of JEAS on October 8th, 2000. The purpose was to clarify the definition and relation of "Educational Administration and Public Nature." We cannot admit that clarification of them has already been made at the annual conferences since the establishment of JEAS. This clarification seems to be one of the most important questions in the studies of Educational Administration. 2. Fundamentals of three panelists' proposals. In this symposium, three panelists put forward a hypothesis as follows : generally there are two dimensions already accepted widely concerning the relation between education and its public nature. On the first dimension, people have a fundamental right to pursue happiness through educational process though the idea of right is very abstract. On the second dimension, people recognize that there are realistic and various individuals. If contemporary society must have an educational mechanism that guarantees people's welfare according to the actual conditions, we should theoretically admit and confirm the third dimension which has to be established. From above mentioned, we can hypothesize that the public nature of education would consist of those three dimensions. Here we should notice and emphasize the third dimension. 3. The most important point at issue. The most important point of the argument that the panelists presented is like the following : educational reform needs a certain space where multi-interrelated persons and various associations could collaborate together. All associations including educational administration could demonstrate their commitment to and promote the educational reform focused on school innovation. Therefore, we can say that the educational reform and its public nature contain the cooperative public space where all people could collaborate together. That's why the creation of such a public space would become one of the most important key words.

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The first research topic of JEAS is "Government's Responsibility for Education" which tries to analyze recent changes of government's responsibility for education or relationships between government and education. Two years ago, we have discussed historical development of government's responsibility for education. Last year, "International Comparison of Government's Responsibility for Education" has been chosen as a topic of discussion because government's responsibility for education has been changing internationally. UK, USA and China was chosen to make clear common and different points in government's responsibility for education. By doing so, we would like to find out fundamental nature of changing educational administration after 2000 and research subjects of educational administration. Common points of education reforms among UK, USA and China were deregulation, introduction of market and enhancing diversity, which were based on privatization of education. On the other hand, process, degree, speed, factors and structure were different. For instance, British government introduced market mechanism and national curriculum simultaneously. China government promoted market among schools although compulsory education was not completely achieved. Professor Sakaki (Nagoya University) reported education reform in UK, Professor Takano (Hosei University) reported education reform in USA and Associate Professor Shinohara (Kyusyu University) reported education reform in China. The reports and discussion can be summarized as follows. First issue in the discussion was value or benefit of education for government, which was related to centralization and decentralization of authorities in the field of education. In China, reforms such as decentralization of educational administration and introduction of market were implemented. Although it was said that responsibility for compulsory education was decentralized to regional level, it was not clear whether responsibility for curriculum policy was also decentralized to regional level. In UK and USA, schools have discretion to develop and implement curriculum within curriculum standards framework set up by government. Quality of the schools was intended to be assured through market mechanism and accountability framework based on contract. Second issue in the discussion was policy framework of educational administration. Decentralization, market, privatization, school self-management, school governance, accountability, evaluative nation and quality control were key words. Government needs to take a responsibility for financial assistance and school evaluation to enhance accountability. This is basic idea of recent education reform. Lastly, it might be important issue how we can design relationships between value or benefit of education for government and policy framework of educational administration. Professor Mikami (Kobe University) gave a question about this point. "Associate Professor Shinohara said that China government needed to develop her own philosophy which is different from capitalism. Such a proposition is, however, not compatible with introduction of market in China." Associate Professor Shinohara answered that young researchers have already been exploring what sort of educational philosophy would be possible with introduction of market mechanism. Furthermore, he said that education and training would be more important to meet with internationalization of employment and human resource, and quality control of school education thus would be new responsibility for government. I think that this was important perspective for further research.

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1. Purpose of this special session. It is very important to evaluate the availability of studies on educational administration. How do studies on educational administration contribute to the formation of policies and plans to reform educational systems and the actual practice in educational administration? 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 continuously. In the second year (the 35th annual conference) we focused how studies on educational administration are useful for the actual practice done by educational administrators. Concretely, the following two subjects were examined : (1) contents and method of studies on educational administration, and (2) relationship between researchers and administrators in educational administration practice. 2. Summary of four presentations. K. Hori (University of Tsukuba) and Y. Wakai (Joetsu University of Education) reported on the first subject. Hori analyzed many papers related to this thesis in the United States, and suggested some conditions to improve the present situation in Japan where studies on educational administration have rarely contributed to educational administration practice. Wakai analyzed the characteristics of Japanese studies on educational administration, and pointed out some problems and issues which they have. T. Nakadome (Kyusyu University) and H. Ohashi (Graduate Student, Hyogo University of Teacher Education) reported on the second subject. Nakadome analyzed a lot of his own experiences as a member of many councils for educational administration in the national and local governments, and indicated some recommendations to increase and improve relations between researchers and administrators. Ohashi, who is also a chairman of many private schools, showed, on the base of survey data, that many Japanese educational administrators don't think highly of researchers' contribution to educational administration practice, and proposed some unique ways to enhance the roles of researchers and academic societies. 3. Summary of discussion. The following points were discussed on the first theme : (1) Japanese educational administrators have been placed in rigid circumstances and thus have not been able to engage themselves in "reflective practice". What would be the conditions in which they could ? (2) In order to heighten availability of studies on educational administration, it is necessary for the researchers to begin to clarify the structure and characteristics of practice done by educational administrators. Regarding the second theme, the following points were discussed : (1) Academic societies usually have many types of researchers with disparate opinions. Even so, should academic societies propose their own policy to the public and government? (2) In order to raise the usefulness of academic societies for practice, is it necessary to establish special organizations attached to academic societies? (3) What are some good methods which researchers can use to get or treat information regarding educational administration practice?

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The seventh joint seminar of the Japan-Korea Educational Administration Societies was held during the 35th annual conference of JEAS at the University of Hokkaido from 15th to 16th October, 2000. This report is the summary of these two sessions. The theme of the first session was "Decentralization and Reform of Educational Administration." Presenters discussed the problem of the decentralization of educational administration, especially from the viewpoint of the new role of central and local education authorities, and the new role of local education authorities for promoting school autonomy. The presenters and moderator were as follows : <Presenters : First Session> Tsuboi, Yoshimi (Aichi University of Education) "School Self-Evaluation and the Role of the Education Committee" Kim, Young Chul (Korean Educational Development Institute) "School Evaluation for Educational Innovation" Kiyohara, Masayoshi (Himeji Institute of Technology) "Abolition of National-Proxy System and the Role of Monbusho and Local Educational Authorities" Yun, Chung-Il (Seoul National University) "The New Role of Central and Local Educational Authorities" <Moderator : First Session> Shiraishi, Yutaka (Kyoto University) The theme of the second session was "Educational Reform and the Subjects of Studies on Educational Administration," Presenters discussed articulation between secondary and higher education and the diversification of secondary education. The presenters and moderator were : <Presenters : Second Session> Iwaki, Hideo (Japan Women's University) "On the Specialized Vocational Education in the Era of Post-Lifelong Employment System and Post-Terminal Public Education System." Ro, Jong Hee (Han Yang University) "Diversification of Korean Secondary Education Systems" Arai, Katsuhiro (Tohoku University) "Articulation between Secondary and Higher Education-Universalization of University Entrance Examinations" Lee, Hyn Chung (Korea Association of University Presidents), presented by Choi Joon-Yul (Woosuk University) "The Reform of Entrance Examinations in 2002 for Promoting Articulation between Secondary and Higher Education" <Moderator : Second Session> Ishimura, Masao (Kyoto University)

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In this paper, I intend to discuss my personal reflections on the method and subject of Educational Administration Research (EAR) on the basis of my research in Educational Administration. The course of "Post War Education" was a groping process for the reformation and improvement of public education. Recently the reports of the national councils and the enforcement of policies concernig these for "The Third Educational Reformation" have been put forward. As EAR was performed under such circumstances, investigation of the problems and conditions in educational refom and improvement has thus been an important recent subject of research. The purposes of educational reform are to actualize new educational ideals and to give a concrete form to new institutional plans. The role of educational administration is thus to enforce policies in order to realize these purposes. It is the function of EAR to take a new look at educational ideals in reference to social change, cultural advancement and the trends of international administration. It is important for research in the administration to bring light to the specific character of the administrative process in order to push forward plans for educational reform and improvement in the dynamic relationships found in the educational activities of schools. We should also prepare concrete reform plans for transformation to a lifelong learning system from the school system as a social selective system. Furthermore we should devote deep study to the developed specialty of organization roper, especially for administrative organization for educational reformation and improvement.

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