@article{oai:nagoya.repo.nii.ac.jp:02002377,
 author = {南部, 初世 and NAMBU, Hatsuyo},
 issue = {2},
 journal = {名古屋大学大学院教育発達科学研究科紀要. 教育科学, Bulletin of the Graduate School of Education and Human Development. Educational Sciences},
 month = {Mar},
 note = {The purpose of this article is to examine the significance of the latest reforms by analyzing the context of the draft of the latest reforms of upper secondary schools that advocate making “high schools more distinctive and attractive.” Unlike previous reforms, the latest reforms reconsider the significance and the role of high school education amid the rapidly declining population and the dramatic changes in the industrial structure and society as a result of cutting-edge technology. The government has given these reforms its highest priority as they are considered to be a problem that embodies a sense of impending crisis about the future as well as raising the issue of the leaders of tomorrow’s society. Accordingly, the Prime Minister’s Office has taken the lead in drafting a framework for the relevant policies and the Ministry of Education, Culture, Sports, Science and Technology (MEXT), while using such framework as its foundation, seems to be leveraging its proprietary Councils, etc. to formulate policies that reflect the opinions of the stakeholders. This article examined the “Basic Policy on Economic and Fiscal Management and Reform,” the “Basic Policy for the Revitalization of Cities, People, and Careers” and the “Comprehensive Revitalization Strategies for Cities, People, and Careers” as the government’s policy documents, and the recommendations by the Education Rebuilding Implementation Council as the policy documents of MEXT, and based on the materials, the “Summary of Deliberations 2014” of the Upper Secondary Education Subdivision of the Central Council for Education, the “Regional Revitalization Recommendation 2015” of the Central Council for Education, the “The Third Basic Plan for the Promotion of Education 2018,” and “Human Resource Development for Society 5.0: Changes to Society, Changes to Learning 2018,” analyzed how the problem was being perceived, and with what kind of motives the reforms were being carried out. The government’s basic policies, plans, and the like are underscored by the concept of “education equals human resources development.” And the government brings the perspective of the individual for the sake of society, and in the context of “regional revitalization,” the perspective of youth for the sake of the community to the forefront. The Eleventh Recommendation by the Education Rebuilding Implementation Council, in particular, aligned with the deliberations of the subsequent WG on ideal secondary education of the Central Council for Education. As some of the members belonged to both groups, the content contained matters that had “already been professionally and practically deliberated” by the Central Council for Education. Therefore, it may be said that the direction of the proposal for the latest reforms of upper secondary schools had already been more or less determined at this stage. In contrast, while the educational policies of MEXT unsurprisingly align with the government’s basic policies and plans, they may also be interpreted to be making a tremendous effort to give educational significance to the individual youths of tomorrow. The 2018 report, which may only be described as unique considering the MEXT’s policy-formulation process, divides the “Human resources to lead a new society” into three groups and articulates the importance of students thinking about their own futures and providing various learning opportunities and learning about the regional communities in order for the students to proactively learn and materialize their futures. This report may be said to have created a logic for “explanations” by sorting the social conditions of today, designated a specific name to the ideas formulated to date, given educational significance, and functioned as the foundations for the formulation of policies.},
 pages = {39--54},
 title = {今次高等学校教育改革の意味 : 「高等学校の特色化・魅力化」政策の文脈分析},
 volume = {68},
 year = {2022}
}