A Comparative Study of France and Japan on theory and practice of School Evaluation System

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This study clarified the condition and the modalities of arguments, also the realization to the educational policy concerningFrench school evaluation, and analyzed the actual political tendencies.Results of these studies are as follows.1.French school evaluation is characterized as <improvement of school autonomy by auto-evaluation> and its mechanism is formed by ever school's own "projet d'etablissement" (school project). But it was unsuccessful because of the lack of autonomous school management. In order to better this condition," Academie" (local education authority)has begun to help school leaders by means of collaborative task on formation of "diagnosis" and "mission" of every school. It is remarkable with a view point of being a new school support system by government based on self school effort.2.New education law (loi Fillon, 2005) doesn't deal with school evaluation. Its main reason was that the aim of education reform nowadays was the level up of the pupil's achievement by direct support to law level children and the enrichment of teachers' training. So there was the consideration that effective school management couldn't contribute directly this aim. And also they didn't have intention to put into practice the external evaluation which had control function.3.The Report of general inspection of Ministry of Education which analyzed the school evaluation of secondary schools during these 15years showed that the French school evaluation is better to aims at "auto-evaluation accompagnees" (auto-formation with support) advocated by Europe Commission(CE). The fact that this idea is not based on the theory of New Public Management (NPM) but on auto-evaluation clarifies the originality and a solid concept of French school evaluation which doesn't adopt the market mechanism, in a way which is closely linked to the French tradition in educational policy.