貞広 斎子

This paper analyzes the expenditure for supplementary education outside schools in households. Regression models are employed to explain the expenditure by independent variables reflecting the properties of households and the regional environment of education. The models reveal that the expenditure for supplementary education outside schools depends on not only the economic environment of households but also the regional properties including the availability of private schools and the closeness to megacities. This implies that inequality in educational opportunity leads to inequality in parental decision of supplementary education for their children. No consensus has been established whether such inequality is undesirable and should be resolved. However, the present situation poses an immediate question on the fairness of options for children that are limited by exogenous circumstances.

本研究では,世帯の家計支出傾向を示す「消費支出推計データ」(JPS),および居住者特性の地域累計であるジオデモグラフィクス(モザイク・ジャパン)を用いて,家計における学校外補習学習費の支出傾向と地域特性との関係を定量的に捉えた。その結果,補習学習費の支出傾向は,世帯あたり子ども数,大卒率,持ち家率といった世帯個別の要因に規定されると同時に,流出入などの人口変動,通勤・通学といった社会活動のスタイル,及び人口密度等で表される都市化の程度など,地域特性からの影響も受けていることが明らかになった。特にいくつかの地域で補習学習費支出が抑制されている実態が明らかになり,いわゆる「学習格差」の存在が析出された。This paper built a mathematical model for describing the expenditure for supplementary education outside schools. The model used geodemographics as well as social, demographic, and economic spatial data as independentvariables. Expenditure was estimated based on spatially aggregated data. The result revealed that the number of children per household is the most influential. It also showed that social and economic factors such as the ratio of people working in different places, the ratio of house ownership, and other regional properties also play a crucial role.

本研究の目的は,市町村の協力金方式という独自の制度をもった長野県下の30人規模学級導入を対象に,政策導入を左右する諸要因について,空間的伝播や類似規模自治体間の参照といった市町村の相互参照の実態を実証的に分析するとともに,政策決定の内的要因である財政的要因を析出することにある。質的・定量的分析を組み合わせ,まず,政策担当者を対象とした質的調査を基に,教育委員会連絡協議会(15地域:平成自治体合併前)という地域内での政策参照が存在する可能性を析出した後,各自治体の財政的要因と併せて,特定地域内での政策参照の実態をロジスティック回帰分析を用いて定量的に分析した。その結果,同一地域内で政策参照を行っていた可能性が定量的に示され,財政的視点からは,財政力があり(財政的自律性を持ち),債務が少ない市町村において,30人規模学級を導入する傾向があることが検証された。This paper discusses the propagation of educational policy on class size reduction. Policy propagation is oftenfound in educational administration. It is a critical issue, especially where the political power is decentralized, becauseevery local government adopts policies by its own decision. Existing studies show that policy referenceplays an essential role in administrative decision making in Japan. Proximity and similarity in size of administrationhave been pointed out as key elements in such policy reference, though it has been necessarily examined neitherquantitatively nor objectively in educational policy field. This paper aims to reveal the process of educationalpolicy propagation in a quantitative way in order to make it more operational in educational administration. Tothis end, the paper analyzes the process of propagation of class size reduction in Nagano prefecture. Propagationprocess is discussed in relation to geographical proximity, units of educational organizations, and the level of administrativeunits. Findings show that the latter two are statistically significant in the propagation of school sizereduction.

The number of children has been gradually decreasing in European and Asian developed countries. Schools have to be closed or integrated to keep a suitable educational environment and to ensure economical efficiency. School relocation planning, however, is not an easy process because it involves various sectors and professions. Due to the diversity of participants and ambiguity in plan evaluation, it takes quite a long time to reach a final agreement. To treat this problem, this paper proposes a new method of decision support for school relocation planning. The method aims to help the discussion of school relocation problem from various perspectives rather than directly suggest the candidates for the final decision. The school relocation problem is formulated as a capacitated set covering problem, and its solutions are analyzed to reveal the properties of the school relocation problem. Numerical measures are introduced to evaluate the effect of desirable conditions on school location. Schools are then divided into subgroups where relocation problems can be discussed independently. The method is applied to relocation planning of elementary schools in Chiba City, Japan. It illustrates a concrete usage of the method proposed and provides empirical findings. © 2012 The Institute of Urban Sciences.

Population in Japan has been declining even faster than other developed countries in the world. Among other policy goals, this requires the reconstruction of the financial system of public education. Reduction in both class and school is inevitable, so it is necessary to adjust to a new situation for maintaining the public educational system. This paper discusses a sustainable finance system for public education in population decline. First of all, class size and school size until 2035 is estimated based on population forecast data of each municipal district, city, town and village (National Institute of Population and Social Security Research). Next, several policy designs, ideas that will ease sudden changes are assumed, and the government fiscal expenditure needed are respectively estimated. As a result, it was confirmed again that the downsizing of public schools and classes are remarkably advanced and also that government fiscal expenditure for public education has been and will be sharply reduced, especially in the rural municipal districts, unless there is some adjustment. In addition, it was clarified that the trajectory of lower class size will not have much influence on the total amount of government fiscal expenditure for public education. That is why the influence of a decrease of the number of school-aged children is relatively larger than the change of lower class sizes for the near future. Additionally, the per-head formula for public schools relatively tends to reduce the amount of government fiscal expenditures to the public education beyond that of a per-class formula. From these findings, this paper proposes three ideas for designing a sustainable public educational finance system that absorbs the risk of population change. First, we propose to introduce an aid formula for a sparsity factor which will allocate funds to school with large districts but a sparse attachment area in addition to the current per-class formula. Such a system will ease the severe mutation of government fiscal aid for public school to some degree. Second, the educational expense standard per school or per student have to be calculated. This standard will make it possible to prevent educational expenditure cutbacks in the decreasing phase of the school-aged population. Finally, it is necessary to achieve social consensus for expenditures, not only for senior citizens but also for school-aged children.