School Integration Problem and Regional planning in Japan - The Future of the Elementary and Junior High School and the Future of the Region -
School Integration Problem and Regional planning in Japan - The Future of the Elementary and Junior High School and the Future of the Region -
In this study, I examined characteristics of the issue of school integration and abolition in today's Japan. At first, I confirmed the history of the school integration and abolition policy about elementary school and junior high school after 1947. I could sort this history at three time. Stage I is time from the 1950s through the early 1970s. During this period, the school integration and abolition policy was promoted positively. Stage II is time from 1970s through 1990s. The policy to accept the continuation of the small school at this time was taken. Stage III is almost from the end of 1990s to the present. The promotion policy of school integration and abolition was taken positively again. The common point of stage III and stage I is the reason of school integration and abolition, that is the improvement of the education level and the reduction of the school expense. Then, I arranged the correspondence to today's school integration and abolition. It was fought in stage I whether we made schools closedown or we maintained schools as before. There is new movements, although there is the fight like that in stage III. As for attracting attention most, it is actions that children, parents, inhabitants and teachers become the person concerned of the school improvement directly, and it is actions that children, parents, inhabitants and teachers become the person concerned of the community improvement directly at the same time. Finally, I confirmed the problem of the integration and abolition study of today's elementary school and junior high school. The problem that I was able to confirm from this study is the school improvement with the community improvement'. I can point out three points. The first point is the examination that what is “educational value”. The second point is the examination that what is “system” about the education. The third point is the examination that who is “the person concerned” of the school improvement and the commu