The relationship between school and delinquency shifts depending on the availability of the secondary education. When the opportunity for secondary education was limited for certain numbers of students, "insuffciency of education", or the alienation from educational opportunities, was an important factor of juvenile delinquency. The present school system has enabled many students to be enrolled in upper secondary schools and "incompleteness of education", or the alienation in school, has become an important factor of delinquency. This article discusses the following factors of schools concerning prevention of delinquency ; 1) function of cognitive socialization, 2) function of guiding students, 3) function of protecting students from bad influences, 4) function of absorbing students' drives towards deviancy, 5) function of moral socialization. These functions of schools are expected to reduce the potenciality of delinquency. But, in the school life today, these functions sometimes promote delinquency of students. 1) Lack of flexibility of teaching methods makes various types of failures, 2) perspectives of students are confused by schools themselves, 3) a number of rules in schools tend to increase frustration among students, 4) schools fail to absorb various drives of students, 5) inconsistency of school disciplines increases the nonconformists and apathy among students. If we want more effective ways to prevent delinquency among students, we need to adjust these functions of schools.

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Recently prime minister and ministerial council has proposed school management reform from viewpoint of the devolution of authority to schools and parents participation in school. These proposals are quite new challenge and parallel to general administrative reforms. So far serious problems such as refusal to attend school, children's suicide and bullying have occurred. To solve these problems, schools need principal leadership, collaboration and discretion. Nonetheless schools have been regulated by systems. So the target of school management reform is the centralized educational administration system since 1956. This is one reason that the devolution to schools has been proposed. One more important factor of the devolution is a change of national education goal. When the government had a highly economic growth policy, the centralized educational administration was effective to keep common value and knowledge. Now, however, Japanese society is mature, international and surrounded by various ways of thinking and much information. In this context, it is difficult to keep common value and knowledge by education. We need to respect various value, creativity and individuality rather than common value and knowledge. Then schools should be decentralized to have curriculum and practice in consideration of various value, creativity and individuality. It is important to make not only the devolution but also parents participation. There has been a tendency that schools do not have enough consultaion with parents. Information of schools has been closed. Parents participation is good way to increase parents' reliance on schools. Deregulation of school choice can be supported to increase parents' reliance on schools. Lastly I'd like to give three suggestions. First, the devolution of authority in curriculum, staffing and budgeting is essential. Second, the authority of staff meeting should be increased. Third, parents participation is necessary. By doing so, we can create the self-management and innovation in schools.

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2008年は、北京オリンピック、四川省大地震、株価大暴落など、大きな出来事があった。とりわけ、「100年に一度」と言われる金融・経済危機は、今も世界を揺るがせている。この一年間の教育改革を振り返ると、改正教育基本法制定後も、地方分権と規制緩和・民営化の旗印の下で、競争と評価の市場原理を導入する動きがある。そして文部科学省は、2回目の学力・学習状況調査を実施し、学校評価ガイドライン(改訂版)や教育振興基本計画の策定などにも取り組んだ。教育行政の役割は、教育の事前規制よりも、教育機関の教育活動の結果を評価する事後規制によって、教育の品質保証を行うことに重点を移しつつあるようである。また、教育問題が政治的イシューとなり、国や地方レベルでも、文部科学省や教育委員会を跨いで、他の行政部局でも積極的に取り扱われるようになってきている。今回の未曾有の経済危機が、我々の価値観や世界観のみならず、国家観や今の教育改革にどのような影響を与えるのであろうか。

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今日、社会はめまぐるしく変化しており、それは年々加速しているように思われる。2004・05年も教育に関わって様々な動きがあった。それらを的確に整理し、時代を読み解く「素材」を提供するのが本稿に課せられた課題であると認識している。単なる事実の羅列ではなく、時代の流れが読み取れるようなものを書きたいという思いはあったが、力量も紙幅も限られた中で、こうした課題にどこまで迫りえたのか、甚だ心許ない状況である。本稿は、『内外教育』(時事通信社)、『週刊教育資料』・『日本教育新聞』(日本教育新聞社)、『季刊教育法』(エイデル研究所)、各社新聞等に掲載された記事、文部科学省をはじめとする諸機関のウェッブサイトを基に作成した。筆者の関心によって論点の採り上げ方や記述に濃淡があるということを予めお断りしておきたい。

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