This paper aims to examine the educational reform of Inuyama City from the aspect of "education system in Aichi Pref."as the model of 1955 Regime in education field, and to discuss the possibility and the problem of it. One feature in today's educational reform is that the decentralization has become the technique of the educational reform at the same time as promoting decentralization reform. Therefore, a lot of cases with educational reform by local government have come to be reported in various places since the approval of the decentralization batch law (1999). By the way, In these educational reforms by local governments, we find the tendency that these are initiated by not the board of education which should bear local educational administration in legislation but by the head department. But, the educational reform of Inuyama City has the feature that the board of education is initiating it. I think that such a feature of the educational reform of Inuyama City is strongly related to "education system of Aichi pref."as the control-oriented education system formed under 1955 Regime. "Education system of Aichi. pref." is composed of three basic elements. The first is the high school entrance system that the public high schools hold a dominant position, and the present system is called the compound selection system. The second is the mechanism of concentration of power on educational administration, and municipal boards of education are controlled through the education branch offices of Aichi Pref. board of education and the local conference for public affairs of education. The third is the peculiar teacher integration system to Aichi Pref., and when the teacher is promoted to the principal or the head teacher. Aichi Pref. board of education permits the factions (Academic clique) to intervene to the personnel affairs, and is making the teacher union take part in this. Inuyama City board of education has criticized such "education system of Aichi. pref". I think that the educational reform of Inuyama City aims at the establishment of the education autonomy by pressing the transformation of the educational administration order. In that case, It is remarkable that the Inuyama City board of education is drawing a line with neoliberal educational reform policy promoted at a nationwide level. We find here originality of the educational reform of Inuyama City and a peculiar difficulty of it. I think that promoting the resident participation in the education becomes an important theme so that Inuyama City board may continue reforming.

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