In this paper, we have examined the "crisis" in the midst of the new corona pandemic concerning children and adolescents, and have shown that it stems from the underdevelopment or absence of the welfare state social security system, and that neoliberal reforms to further dismantle and reduce the social security system are being introduced in various administrative areas in the midst of the corona crisis in Japan. This will cause "future uncertainty" for children and adolescents, and will further aggravate the "crisis of lives".

The structural crisis of the welfare state is accompanied by a crisis of democracy. In Japan, the refusal to appoint members to the Science Council of Japan, for example, has undermined the legitimacy of democratic decision-making, and there is a widespread view that it is acceptable to deviate from the principles because of the exceptional status of the new coronary pandemic. The neoliberal propaganda of fiscal crisis and municipal extinction crisis (a "fictional crisis theory," so to speak) has intentionally created a state of deviation from the principle and made democratic decision-making difficult.

In the case of the climate crisis, while the natural science of its mechanism is being investigated, studies and movements are also emerging that question why the contemporary political system is unable to take effective countermeasures adequately, and that squarely address the issue of how democratic decision-making should be, but the emphasis in each case is on decision-making by the "youth. The emphasis in each case is on decision-making by "young people". From the standpoint of education and educational administration, this means that the rights of children (including children who are still at a developmental stage where it is difficult for them to legitimately express their opinions) to express their opinions should also be questioned.

In Europe and the United States, the "Anti-Austerity New Deal," a reform concept and reform plan that attempts to solve problems across both fiscal crises = austerity and climate crisis, has also been proposed. Here, it is shown that the "crisis" of our time may be recognized as an integral part of the very "structural crisis".

In June 2022, the Basic Act on Children was passed, and in the following year, an agency will be established to take charge of comprehensive children's administration. It is hoped that policies that guarantee the rights of children will be strongly promoted. The purpose of this paper is to examine the comprehensive children's administration from the perspective of the Rights of the Child.

Although the child has not been regarded as a subject of rights in the modern theory of human rights, the uniqueness of children has necessitated the rights of care and protection. In the theory of children's rights, we need both children's human rights and children's special rights. The right under Article 12 of the Convention on Rights of the Child demands an appropriate daily relationship between children and adults. It is different from the concept of a right to self-determination based on independent human rights. Because of the dependent nature of children, it is necessary to include children within the concept of the relationship with others, and we should avoid denying their dependence in the aim for them to be independent. To secure the rights of the child, it is inevitable, through the cumulative practices of listening to the voice of the child, that we solve background problems based on the social context.

In other countries, children's commissioners are working on social reforms to ensure children's rights at the national level. Their duties are to monitor the situation of children's rights, to listen to children's voices, to disseminate them to society, and to provide evidence for child policy. In Japan, in some municipalities, ordinances for the children's rights are enacted based on the philosophy of the Convention on Rights of the Child. The children's rights commissioners based on these ordinances are expected to play a key role to create a society where children's rights are respected. However, the legal system of the Children's Rights Committee is not well developed. For this reason, in addition to counseling and rights protection activities for individual cases, it has become an issue to monitor the status of children's rights and work to improve social systems.

When considering comprehensive children's administration, it is important to consider the principle of "independence of educational administration from general administration". The governance function in local government of education plays an important role in achieving children's right to education. Children's welfare has depended on their families, but children's administration is required to provide social support for children so that they can live with peace of mind. In order to guarantee children's rights, cooperation between school and welfare administration is important. In addition, educational governance must be managed with respect for children's opinions.

The purpose of this study is to examine how children's safety and risk management should be after the Great East Japan Earthquake. The term "crisis management" has the function of a social device and includes the establishment of school safety together with the power relations within the school and the social context to which the school belongs. This is where "community" decision-making comes into play.

Using Donald Aldrich's theory of social capital as a clue, I would like to consider how the "community" made decisions. Aldrich's theory of social capital has two characteristics. One demonstrates the dual nature of social capital, which is both useful and fraught with danger. The other is that it describes three types of social capital.

In the case of the Great East Japan Earthquake, there is a "community" that is a good target. One is the "community" that is widely talked about as a "community" that functioned effectively in terms of people's safety at the time of the earthquake. Its symbolic presence was the school support community headquarters. In the other unspoken 'region', the lives of children could not be protected. This was a decision made at Okawa Elementary School in Miyagi Prefecture. Here, a binding type exists within, and decision making is performed. However, not only that, but a weak cord surrounds the bound portion in multiple layers.

Ten years after the Great East Japan Earthquake, during the Corona crisis, children were injured at C Elementary School when the wooden pole of a ball net broke. As people became less involved, social capital slowed down and the decision-making of cohesive actors became ambiguous. The "dissolution of the subject" occurred and caused the accident.

Due to the declining birthrate and aging population, the "community" will be weakened more and more. Nonetheless, educational policy in the 'community' as a whole lies in the irony of ideas and financial measures. With the structural challenges, the school safety law system is driven by incidental type.

School crisis management cannot be completed by the school alone. The time has come to provide comprehensive and interdisciplinary knowledge and discussion on how schools should be managed as public goods.

This paper focuses on "after-school support for children," which has been positioned on the periphery of educational administration and discusses the achievements and possibilities of the practice of after-school child care, which is an example of such support.

First, the paper distinguishes between the externally demanded logic of "education" and the internally oriented logic of "education" in after-school care for children, where the institutionalization of "education" is an issue. Then, regarding the relationship between "education" and "care" inherent in the practice of after-school care, I analyzed the theory of "life creation" in the 1980s and 1990s and records of practice. As a result, I showed the mutually proactive relationship in the practice of after-school care as a place of human coexistence. This reappraisal of after-school care practice as a place of human coexistence is thought to provide an opportunity to focus on enriching the world of life as an educational issue.

Based on the above analysis, I pointed out that in order to implement the logic of " inactivity " in relation to the practice of childcare for school-age children, it is necessary to reconsider the practice of after-school care not within the framework of "education" and "inactivity" but as human coexistence, and to deepen cooperation and collaboration with schools, while maintaining the marginal nature of the practice. I also pointed out that, in order to achieve this, it is essential to establish a system to enhance the professionalism of the instructors of after-school care, and that it is also necessary to reconsider the phase of "after-school support for children" in educational administration research from this perspective.

This paper focuses on the professionality of schools and teachers regarding crisis management of schools in Japan.

In Japan, the series of serious events such as natural disasters and intrusions by suspicious persons since around 2000 prompted discussions on systematic crisis management of schools in terms of both policy and research. The Ministry of Education, Culture, Sports, Science and Technology（MEXT）has promoted forming a framework for "crisis management in schools" and adopting a comprehensive set of policies. Simultaneously, interdisciplinary research has been accumulating in the academic community, as well as studies examining frameworks and methodologies for crisis management of schools. However, with the global epidemic of COVID-19 as a symbol, there is a growing awareness of the need to rebuild the crisis management framework and the supportive organizational/personnel conditions that are responsive to changes in the nature of the school crisis.

Based on the above concerns, the author examines Japanese policy discussions and research suggestions on the framework of crisis management, and also considers the prospects and challenges on the organizational capacity of schools and the competence and professionality of teachers, based on an overview of the characteristics of modern crises and crisis management of schools. The main findings of this paper are as follows.

1. In the academic community, along with progress in analyzing the characteristics of modern crises（acceleration of change/complexity including potential aspects）, examination of new school organizational management theories related to crisis management has been progressing. Based on the knowledge of High-Reliability Organization theory, etc., a series of studies is suggesting the importance of the organizational capacity of schools with organizational learning at the core. On the other hand, the conventional framework of crisis management in educational administration is also gradually changing to include problem-solving orientation.

2. Clarification of competence contents of faculty and staff regarding crisis management has been progressively promoted, centering on the policies and plans of MEXT. The administrative proposition tends to lean toward the broad and trivial aspects of school safety knowledge and/or skills and risk management awareness（It has weaknesses in the aspects of organizational capacity through organizational problem solving and crisis management）and lacks consistency with the new school organization that is drawing attention in terms of research and policy. Therefore, it can be pointed out that the current proposition of competence is not yet ripe for indicating the professionality of teachers in accordance with the future crisis management.

This paper focuses on early postwar Japan (1949-1954), when the Civil Information and Educational Section was leading school principal training, to clarify the administrative process regarding the criteria for issuing a principal's license at prefectural Board of Education Secretariats.

After World War II, the Education Personnel Certification Act came into effect in 1949, establishing requirements for obtaining a principal's license. That is, the criteria for the teaching certification exam (for principals) were conducted on the basis of (1) basic qualifications, (2) a certain number of years of service, and (3) the number of credits earned through in-service education. Therefore, candidates were required to submit documents (application form, personal statement, and certificates of basic qualification and academic status) for each license category, and the responsible authorities were also required to submit personal references and work references.

The Prefectural Boards of Education, established under the Board of Education Law of 1948, oversaw the licensing administration, and the specific procedures were to be determined by Board of Education regulations. However, there was no significant difference in the regulations among prefectures, which means that local educational administrations were not proactive. This was because the Ministry of Education standardized the purpose of the law and regulations and administrative procedures for prefectural Boards of Education through an "administrative liaison council on licensing". In particular, command hierarchies were adopted in the wake of the struggle by the Japan Teachers' Union who refused to attend accredited training courses in 1950.

The same was also true for the teaching certification exams. There was a certain degree of proactive administration at the local level in 1950 with regard to the submission of certificates by the responsible authorities. However, nationwide points of controversy emerged regarding the protection of vested interests for in-service teachers and the prevention of arbitrary administration of the certification exam. For this reason, through the above-mentioned council, the number of years of service and the number of credits earned became objective criteria for assessment.

Previous studies have revealed the centralized control mechanism based on the non-authoritarian leadership function in the "Central-Local" relationship within the educational administration. These studies saw the revision of the Board of Education Law in 1952 as a trigger for the provision of the authority of the Ministry of Education to direct and supervise the Board of Education with respect to government agency proxy administration. In contrast, with respect to the criteria for issuing a principal's license, which are the subject of this paper's analysis, we found that standardization through councils was achieved in 1950 and that functional centralization was observed in the administration of the certification exam in 1951.

The purpose of this paper is to clarify the systematization process of the teacher training system led by the Okinawa Teachers Association in the 1950s as the germination term.

For this purpose, this study consists of analysis reports, memoirs and the Journal of the Conference on Educational Research in 1950s' Okinawa.

The findings of this study are as follows:

Firstly, in Okinawa, systematization of in-school teacher training was driven by the Conference on Educational Research in 1954. And it became clear that the systematization was composed of 3 steps — equipping the research organization at each school, stating research policy and dispersing results—. In that process, each school's practice was shared throughout Okinawa. In addition, the way of systematization emphasized the autonomy of each teacher, school and district.

Secondly, in each district as of 1954, there remained diversity in the names, methods and contents of in-school teacher training. Therefore, building systems of in-school teacher training at that time encouraged research activities to adapt to each community's circumstances.

As described above, in 1950s' Okinawa, teacher training at each school was composed to work with the Conference on Educational Research. So, it is clear that the conference's policy affected in-school teacher training directly.