The focus of this paper is to summarize the points of arguments about policy trends in educational policy in Japan. Although the definition of evidence in controversial in educational policy, evidence-based policy making is required in various policy areas including education. The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has embarked on an empirical study of education policy as a new measure since FY 2016. This is mainly triggered by the discussion on establishment of a PDCA cycle based on evidence in Council in Economic and Fiscal Policy (CEFP) in FY 2015. In CEFP, one of the main discussion topics is the fixed number of teachers, whose budget is the biggest in the MEXT budget. This paper shows the policy trend on evidence in educational policy in Japan.
雑誌名
東京大学大学院教育学研究科教育行政学論叢 = The journal of Educational Administration Graduate School of Education, the University of Tokyo
巻
36
ページ
119 - 127
発行年
2016-10-31
ISSN
13421980
書誌レコードID
AA1220520X
出版者
東京大学大学院教育学研究科学校開発政策コース
出版者別名
Department of School Improvement and Educational Policy Studies, Graduate School of Education The University of Tokyo
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<特別寄稿>教育政策におけるエビデンスをめぐる動向 : 主に平成27年度における教職員定数をめぐる議論について
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