Evaluation Capacity Development for Educational Development: Case Study of the Policy-level Evaluations of Japan’s ODA in the Education Sector
Evaluation Capacity Development for Educational Development: Case Study of the Policy-level Evaluations of Japan’s ODA in the Education Sector
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教育发展评估能力建设：日本教育领域官方发展援助政策层面评估案例研究
DOI：
10.15027/43799
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Y. Ishida
中科院分区：
文献类型：
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作者：
Y. Ishida
教育政策和制度面临着越来越大的压力，要求它们表现出更大的问责制和有效性（经合组织，2007年）。在日本，根据《学校教育法》和《政府政策评估法》，每年在各级教育和教育行政部门进行数千次评估。如果不使用这些结果，那么进行评估的意义就有限了。为了加强对评价的利用，需要提高评价的质量，以满足利益攸关方的需要。本研究通过对日本教育合作政策的元评价，了解了评价结果的使用情况和阻碍因素。日本的新教育合作政策指出，日本根据“日本教育制度的优势”提供支持，这一点仍然模糊不清。为阐明“日本教育制度的优势”提供证据是评价的预期作用。应通过提供有关评价的研究和实际案例研究，制定管理和使用评价的概念框架，以及关于其潜在用途和应用的一些想法，以提高评价和评价结果的质量。
Education policies and systems have been experiencing increasing pressure to show greater accountability and effectiveness (OECD, 2007). In Japan, under the School Education Law and the Government Policy Evaluation Act, thousands of evaluations are conducted at various levels of education and educational administration every year. If the results are not used, there would be limited meaning in doing evaluation. In order to strengthen the use of evaluations, the quality of evaluations needs to be enhanced to meet stakeholders’ needs. The study used meta-evaluation of Japan’s educational cooperation policies to understand how evaluation results are used and what factors are hindering. Japan’s new education cooperation policy states that Japan provides support in light of “Japan’s strengths in its education system,” which have still been vaguely understood. To create evidence to clarify “Japan’s strengths in its education system” is expected role of evaluation. The conceptual framework for administering and using evaluations, as well as some thoughts about its potential uses and applications should be developed by providing research on evaluation with practical case studies to improve quality of evaluations and evaluation results.