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2014年9月30日 (火)

チーム学校構想 事務職員も欠かせない戦力だ

The Yomiuri Shimbun
Increasing staff members essential for revamping nation’s schools
チーム学校構想 事務職員も欠かせない戦力だ

To deal with the various tasks facing schools, it is crucial to effectively utilize not only teachers but also nonteaching staff and human resources from outside schools.
 教育現場の様々な課題に対処するため、教師だけでなく、事務職員や外部人材の力を有効に活用したい。

The Education, Culture, Sports, Science and Technology Ministry’s Central Education Council will soon start deliberating on what needs to be done to enhance the collective strengths of school organizations.
 中央教育審議会が、学校組織の総合力を高める方策の議論を始める。

The advisory body is set to review the division of roles between teachers and administrative workers at schools. The council is in favor of accepting more outside experts in such fields as child psychology and social welfare. The idea is to map out ways to revitalize schools with teachers and staff members working together as an integrated, consolidated team.
 教師と事務職員の役割分担を見直す。児童心理や福祉の専門家を積極的に受け入れる。学校をいわば一つのチームとして活性化させようという構想である。

In addition to classes, school tasks are diversified, ranging from such problems as bullying and absenteeism, responding to complaints from parents and others, extending support to children from impoverished families and opening up school facilities to neighborhood communities. Teachers tend to carry out these tasks by themselves, a major burden to place on their shoulders.
 いじめや不登校、保護者からのクレームの対応、貧困家庭の子供の支援、学校施設の地域開放など、教育現場の業務は授業以外にも多岐にわたる。教師はこれらをすべて抱え込みがちで、多忙化の要因の一つになっている。

By reviewing school tasks, those suited to be handled by administrative workers and people with expertise should be left up to them. The council’s basic stance is appropriate as it seeks to use the envisioned division of roles to enable teachers to spend more time to prepare for classes and provide greater opportunities to communicate with their students, with the aim of enhancing the quality of their educational activities.
 業務の内容を再点検し、事務職員や専門スタッフに任せられる仕事は任せていく。それによって、教師が授業の準備をする時間や、子供と向き合う機会を増やし、指導の充実につなげようという方向性は妥当と言えよう。

The education ministry plans to increase school staff members other than teachers by 3,000 in the coming decade. It aims to expand the assignment of a number of administrative staff members to medium-size schools, instead of only large schools with many classrooms.
 文部科学省は今後10年間で、3000人の事務職員の増員を計画している。現在、主に学級数の多い大規模校で認められている事務職員の複数配置を、中規模校にも広げることを目指している。

Clarify status of workers

What is of key importance in increasing the number of administrative staff members is to ensure that they are professionally qualified.
 増員を図る上で重要なのは、事務職員の資質の向上である。

There are significant differences among municipalities in regard to hiring staff and on-the-job training. It is extremely important to improve municipality-sponsored training of administrative workers to ensure they firmly acquire the job skills needed for their workplaces, such as information processing using personal computers.
 学校の事務職員は、自治体によって採用や育成の方法にばらつきがある。パソコンを使った情報処理の技術など、現場で必要とされる能力をしっかり身に付けられるよう、各自治体の研修を充実させることが求められる。

It is also a challenge to secure sufficient numbers of school counselors to provide mental health care to students, and school social workers to improve the environment of students through such activities as home visits.
 児童・生徒の心のケアを担うスクールカウンセラーや、家庭訪問などを通じて環境の改善にあたるスクールソーシャルワーカーを、どう確保していくかも課題だ。

These outside experts are qualified clinical psychotherapists and social welfare workers authorized by the government, and are sought after for classrooms.
 こうした外部の専門スタッフは、臨床心理士や社会福祉士といった資格を持ち、現場のニーズは高い。

At present, most of these experts work on a nonregular basis, with many covering a number of schools.
にもかかわらず、勤務形態は非常勤で、複数の学校を掛け持ちするケースが多い。

Under the School Education Law, they are not considered regular school workers. To permit them to work continuously in a stable job environment, studies should be carried out to clarify the status of these workers in the eyes of the law.
 学校教育法上、学校の職員としても位置づけられていない。継続的・安定的な配置を実現するためには、職務を法的に明確にすることを検討してはどうか。

Administrative affairs involving not only teachers but other staff members will certainly become more burdensome for those in managerial positions in schools, including principals and vice principals.
 外部の人材をも束ねることになれば、校長や副校長ら学校管理職の役割は一層、重くなる。

At publicly operated schools, teachers in their 30s and 40s are outnumbered by teachers in their 50s, indicating that there may be a shortage of candidates for managerial positions in the future.
 現在、公立学校の教師の年齢構成は、50歳代に比べて30~40歳代が少なく、将来の管理職候補が手薄な状況だ。

Arrangements must be put in place to systematically train teachers for managerial positions by such measures as creating a teacher education course in postgraduate schools for training school teachers so mid-career teachers can learn how to effectively operate schools.
中堅教師が学校運営の手法を学べる講座を教職大学院に設けるなど、管理職養成の体系的な仕組みを整えたい。

(From The Yomiuri Shimbun, Sept. 29, 2014)Speech

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