協働の教育行政学 : 福岡県春日市教育委員会の検討

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  • 元兼 正浩
    九州大学大学院人間環境学研究院教育社会計画学講座 : 准教授 : 教育法制・教育行政学
  • 波多江 俊介
    九州大学大学院人間環境学府教育システム専攻 : 博士後期課程 : 教育法制
  • 梶原 健二
    九州大学大学院人間環境学府教育システム専攻 : 博士後期課程 : 教育経営
  • 金子 研太
    九州大学大学院人間環境学府教育システム専攻 : 博士後期課程 : 教育法制
  • 畑中 大路
    日本学術振興会特別研究員 | 九州大学大学院人間環境学府教育システム専攻 : 博士後期課程 : 教育経営
  • 梁 鎬錫
    九州大学大学院人間環境学府教育システム専攻 : 博士後期課程 : 教育法制
  • 朴 玲河
    九州大学大学院人間環境学府教育システム専攻 : 修士課程 : 教育法制

書誌事項

タイトル別名
  • Collaboration on Educational Public Administration : Analysis of the Cross-Boundary Educational Collaboration in Kasuga-Shi, Fukuoka.
  • キョウドウ ノ キョウイク ギョウセイガク : フクオカケン カスガシ キョウイク イインカイ ノ ケントウ

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説明

The purpose of this study is to clarify the dynamic process of collaboration on educational public administration. After the report of the Provisional Council on Education Reform in 1986, educational public operation committees have been criticized because of the obstructive bureaucracy. It is reported that the educational public operation systems need to be more proactive to develop a partnership or cooperate with other government agencies including private sectors. Inou, Nobuo (2010) stated that public administrative organizations are facing a difficult situation to cope with a variety of political issues. Because of financial difficulties caused by economic stagnation, it is hard to manage the raising of funds, as well as the integrating of services, information and human resources. Inou (2010) introduced a concept called "public domain" to analyze and transact the situation of public administration, which should be created by the cross-boundary collaboration. The collaboration theory shows that an administrative organization is a core sector in the public domain, and its-growth process can be developed through the three periods, if the organization of "the public domain" functions very effectively. The three periods of the transition points consists of "formative period", "growth deepening period" and "advanced trustworthy period". The cross- boundary collaboration theory was used in this study as a framework to analyze the possibility of applying to "collaboration on educational public administration". To introduce a case study, the educational public operation committee in Kasuga-Shi was selected for the following reasons. First, Kasuga-Shi is renowned for operating "community-schools" successfully. Second, Kasuga-Shi maintains many collaboration or cooperation programs in the fields of school educational department and social educational department on educational public administration. We focused six administrative approaches in Kasuga-Shi, and conducted the investigation of policy documents and the administrative hearing survey. Last, Kasuga-Shi is a typical local administration regarding the numbers of official workers and the offices of coordinating structure. In conclusion, two main suggestions can be proposed for improving the dynamic process of collaboration on educational public administration. First, a standard index of evaluating an educational collaboration should be required. Reviewing this research, it was ambiguous to distinguish the three periods of the transition points; thus, the complex mechanism of the "the cross- boundary collaboration" was not revealed. Second, it is necessary for the stakeholders (e.g., teachers, parents, administers, citizens) to redefine the meaning of the "collaboration" to implement the reform in public education. In short, the cross- boundary collaboration does not make progress so quickly and easily because varied stakeholders' opinions tend to affect the process of educational policy making, and it needs long-term period to keep collaborative educational reform on track.

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