2014 pp. 33 54 3 PISA 2012a 3 14 PISA 2015 2 17 33
2014 2001 2006 2 1 3 1 2006 2006 2007 2007 2008/09 2012 / 2008 PISA PISA2003 PISA2006 PISA OECD 2014 7 3 5 OECD 1990 1998 12 1 2001 2006 2012 2009 2012 12 2014 12 2014 12 22 2 34
1996 2001 1 2001 82 6524 2006 79 6860 2008 81 83 2009 2012 88 92 2001 6 6472 2002 6 7056 2006 07 5 2000 2010 5 5000 2001 13.7 2002 14.1 2006 11.4 2009 10.3 2004 2006 2 1 3 1 2 2001 3 2004 2 5129 2006 1 6763 2001 2 5195 2005 09 2 2000 2010 2 5000 6000 2001 8.0 2006 6.4 2010 12 6.0 6.1 2013 5.8 2001 03 5.2 2004 08 4.8 4.9 2009 4.4 2001 35
2014 1 2001 / 2001 2002 2003 2004 2005 2006 2007 1 826524 812300 817891 821109 821829 796860 829088 2 283180 300000 364450 365900 343900 299730 254320 3 171705 166712 167981 175685 184422 187616 209988 4 168230 170116 173988 164935 160889 145584 149316 5 486589 475472 475922 476320 472829 463660 469784 A 66472 67056 64712 61330 57234 52671 52856 A A/ 13.7 14.1 13.6 12.9 12.1 11.4 11.3 B 55348 55224 52414 48489 44061 39359 39379 B B/ 11.4 11.6 11.0 10.2 9.3 8.5 8.4 B1 30153 30564 27879 25129 21150 16763 16659 B2 / 5.2 5.2 5.2 4.9 4.8 4.9 4.8 / 2008 2009 2010 2011 2012 2013 2014 1 830613 885480 922992 924116 903339 926115 958823 2 253480 332940 443030 442980 442440 428510 412500 3 201632 202437 206491 215491 219442 222415 232702 4 156136 165733 174777 167845 165940 163927 161424 5 472845 517310 534542 540780 517957 539773 564697 A 53119 53104 55872 55100 54057 53687 54421 A A/ 11.2 10.3 10.5 10.2 10.4 9.9 9.6 B 39494 39327 42538 41748 41115 40680 40964 B B/ 8.4 7.6 8.0 7.7 7.9 7.5 7.3 B1 16796 16483 15938 15666 15575 14879 15322 B2 / 4.8 4.4 5.0 4.8 4.9 4.8 4.5 2009 2010 2012 10 2009 2010 3756 3933 2011 36
2012 12 2013 10 21 2012 2 2012 12 11 3 1 2 3 4 5 5 5 6 3 3 4 5 6 3 3 4 2012 12 11 4 60 61 62 63 64 65 66 37
2014 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 30 2013 4 8 5 5 23 6 6 25 7 2014 4 25 8 2013 1 15 9 2014 12 5 25 2 26 25 4 15 25 5 28 25 10 31 38
26 7 3 4 2 5 4 1 3 5 1 25 01 21 160 2 25 04 25 2 163 3 25 12 13 166 4 26 12 22 177 5 26 12 22 178 1 2008 4 18 2 2 2011 6 2012 8 24 9 2 2013 6 14 39
2014 3 2014 5 14 4 5 2013 11 27 2013 12 11 2014 5 14 2014 5 30 HP 2010 2103 6 28 2011 10 11 2 1 2 3 4 5 5 1 1 2014 7 3 2014 12 2 2001 2005 2006 2007 2008 2009 2012 12 2014 12 2005 40
06 1 1 9 2006 12 1 2 5 2 2007 2 21 10 18 8 36 3 10 10 17 2007 2 2008 4 18 2008 7 1 2009 12 2012 12 11 2013 5 23 3 5 6 3 3 11 2014 4 25 41
2014 8 6 2014 7 3 12 1 2 3 2008 5 2011 12 9 2 2012 8 24 13 2012 12 2013 6 14 2 2 22 42
2010 2013 12 4 14 2013 5 23 6 14 2 10 6 3 3 4 2 9 2014 4 25 7 3 2014 7 29 12 22 2 1 2 3 1989 OECD Starting Strong 1998 15 2006 12 11 2008 3 2008 4 18 43
2014 2008 7 1 5 16 2006 17 2012 8 2015 2014 4 2009 3 18 2010 11 11 19 2012 11 9 5 20 2013 5 3 5 2014 4 2014 7 3 21 44
3 5 5 5 2014 12 22 32 3 9 1 49 1 2014 11 20 22 2015 402 23 2005 10 26 45
2014 1 5 4 5 18 9 2006 12 9 4 5 2007 2 16 17 9 2007 3 10 2012 11 21 9 5 6 3 3 4 24 2013 5 6 3 3 4 6 3 3 4 4 4 5 4 3 4 5 2014 4 25 2 2014 7 1 25 46
9 4 3 2 5 4 5 4 3 5 3 4 4 4 4 2006 9 26 2007 9 26 2007 12 25 26 6 3 3 4 6 2014 12 22 9 47
2014 1 1 1 2014 26 27 1130 148 59 882 41 50 1 39 21 39 51 93 82 75 9 70 53 22 23 9 4 3 2 5 4 24 26 2 28 4 2013 5 23 48
5 200 2014 7 29 12 16 2005 1 28 30 2014 12 22 50 16 41 42 49
2014 1 1 1 3 50
2006 2014 11 20 2015 1 5 24 26 C 1 http://www.oecd.org/edu/school/earlychildhoodeducationandcare-historyandcontextofthereviews. htm 2 HP http://www.mext.go.jp/a_menu/shotou/ gimukyoiku/outline/001/003.htm 3 https: //www.jimin.jp/policy/policy_topics/pdf/ saisei-007_1.pdf 51
2014 4 J- 2012 20121121 5 https: //www.jimin.jp/policy/policy_topics/pdf/pdf112_1.pdf 6 https: //www.jimin.jp/policy/policy_topics/pdf/pdf114_1.pdf 7 https: //www.jimin.jp/policy/policy_topics/pdf/pdf113_1.pdf 8 https: //www.jimin.jp/news/policy/124911.html 9 http://www.kantei.go.jp/jp/singi/ kyouikusaisei/kaisai.html 10 2009 193 11 12 2014 http://www.kantei. go.jp/jp/singi/kyouikusaisei/pdf/dai5_1.pdf 13 2 24 8 24 14 HP http://www.mext.go.jp/b_menu/houan/an/detail/1340660. htm 15 OECD HP Early Childhood Education and Care http://www.oecd.org/edu/ school/earlychildhoodeducationandcare.htm 16 20 7 1 28 17 18 18 http://www.mext.go.jp/a_menu/shotou/youchien/1258039.htm 19 http://www.mext.go.jp/b_menu/shingi/chousa/shotou/070/houkoku/1298925.htm 20 https: //www.jimin.jp/policy/policy_topics/pdf/saisei-008_1.pdf 21 26 7 3 2 22 http://www.mext.go.jp/b_menu/shingi/chukyo/chukyo0/toushin/1353440.htm 23 27 http://www.mext. go.jp/component/b_menu/other/ icsfiles/afieldfile/2015/01/21/1354606_1.pdf 24 https: //www.jimin.jp/policy/policy_topics/pdf/saisei-008_1.pdf 25 4 26 HP http://www.kantei.go.jp/jp/singi/kyouiku/houkoku.html 27 2 4 2 http://www.mext.go.jp/b_menu/shingi/chukyo/chukyo0/ gijiroku/ icsfiles/afieldfile/2014/12/24/1354209_2_4_2_1.pdf 28 https: //www.jimin.jp/policy/policy_topics/pdf/saisei-008_1.pdf 29 5 30 7 13 2009 2006 52
1995 2012 / 2008 2012a PISA 2012b 2009 26 12 22 2 25 4 25 20 4 18 HP HP 53
2014 Shinji SAKANO This article tries to analyze the development of the compulsory educational policy in Japan. In the area of the compulsory education, it s very important to guarantee the equal chances to access the further educational tracks. Since 2001 the educational policy began to change in the direction to new liberalism. The government party, FDP, is leading the change. The educational reform committee in the party proposed many educational changes. Those proposals were sent to the conference set by the cabinet and agreed. Then the proposals were sent to the central education committee located by the educational minister. The government party is proposing the compulsory education from the age 5, in stead of the age 5. It passes the tendency in the world. But the party is proposing the segmentation of the compulsory schools. It proposes three types of those schools, usual elementary schools and junior high schools, relevant elementary schools and junior high schools, and integrated compulsory schools. If the contents of the learning are separated from the school types, it will prevent the equality of the educational chance, because the children can t cheese the types of the compulsory schools. compulsory education, educational policy, oppotunity of education, new liberalism 54