日本终身教育立法的思想脉络和价值取向——基于《终身学习振兴法》的分析

日本于20世纪90年代颁布并实施了《终身学习振兴法》,期间经历了较为艰难曲折的立法过程.值得肯定的是,终身教育立法本身体现了一定的时代进步性,推进了整个亚洲地区终身教育立法的进程与实践发展.但由于日本政府对于终身教育的理解与诠释经历了 一个理念转变的过程,即教育理念说、学习主体说、学习权利说以及社会参与说,这样的思想脉络一方面为促成日本终身教育的立法提供了理论基础,但同时其中也蕴藏着各种价值冲突.由此,导致日本《终身学习振兴法》颁布后其立法的价值取向一直被日本终身学界所诟病.立法过程中,"市场化"和"民营化"的经济取向、"行政化"与"分权化"的政治取向、"理念性"与"民办性"的.理论取向以及"协调性"和"主体性"的社会取向等,价值取向的不一致使得日本终身教育政策执行困难.对日本终身教育立法的思想脉络以及价值取向的分析考察可以为我国终身教育立法提供重要的经验借鉴和风险规避.     

The Role and Status of LEAs: Post-war pride and fin de siècle uncertainty

From the mid-1940s until the mid-1970s, most of Britain's political 'establishment' shared a tacit governing philosophy which embraced a broad commitment to the concept of 'a national system of education, locally administered'. More specifically, it was believed that the tripartite partnership established between central government, local government and the individual schools and colleges involved a network of checks and balances which would ensure the effective distribution of power throughout the system. This partnership survived the local political battles over comprehensive schooling in the 1950s and 1960s, but began to break down in the 1970s when economic dislocation and a national identity crisis ushered in a new era of accountability and sanctions. This 'breakdown' encompassed the trust and confidence that central government had once reposed in the competence of local education authorities. The erosion of confidence in LEA effectiveness intensified under the Thatcher and Major administrations and is further threatened by the privatising agenda of New Labour.