| Project/Area Number |
11610303
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | National Institute for Educational Policy Research of Japan |
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Principal Investigator |
SASAKI Takesih NIER, Department of International Education, Principal Researches, 国際研究・協力部, 総括研究官 (90099804)
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| Co-Investigator(Kenkyū-buntansha) |
OKI Kiyotake Waseda University, Faculty of Literature, Lecturer, 第一文学部, 講師 (70267433)
KOMATSU Ikuo NIER, Department of Studies in Higher Education, Head, 高等教育研究部, 部長 (10130296)
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| Project Period (FY) |
1999 – 2001
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| Project Status |
Completed (Fiscal Year 2001)
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| Budget Amount *help |
¥3,100,000 (Direct Cost: ¥3,100,000)
Fiscal Year 2001: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 2000: ¥1,600,000 (Direct Cost: ¥1,600,000)
Fiscal Year 1999: ¥800,000 (Direct Cost: ¥800,000)
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| Keywords | England / secondary education / specialist schools / Raising Standards / technical education / vocational education / school evaluation / インナー・シティー(都市中心部) / インナー・シティー / 才能の開発 |
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| Research Abstract |
This study intends to clarify how secondary education in England has been changing through focussing specialist schools. How are those schoois growing their numbers, how would they contribute to the 'Raislng Standards' poiicy, and to what extent are they performing their roie to their communities? SDecialist schoois are regareded as imDortant parts oi the "Raising standards" poiicy, according to our analysis of the secondary perlormance table of 2000, their results of external examinations were relatively good but not so good as had expected, although there has siili been expectaiion for improvement. We should remark the government seems to emohasize technical or vocationai aspects in order to deliver diversity of secondary education.Some English researchers argued their relalively good results were not explained by iheir designation to specialist schools and we might look for another reasons.Generally speaking, specialist schools have not great services to their surrounding communities with some exceptions. We should not make rash decision about effects of specialist schools in spite of thelr relative success, and must deiiberately watch the develoning process of modern-ization of secondary education in England.
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