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

本研究阐明了争论的条件和方式，以及关于法国学校评价的教育政策的实现，并分析了实际的政治倾向。这些研究的结果如下：1。法国学校评价的特点是“通过自动评价提高学校自主性”，其机制是由每一所学校自己的“学校项目”（project d’etablissement）形成的。但由于缺乏自主的学校管理，未能成功。为了改善这种状况，“Academie”（地方教育主管部门）开始通过协作任务来帮助学校领导形成每个学校的“诊断”和“使命”。从政府基于学校自身努力的新学校支持制度的角度来看，这是值得注意的。新教育法（loi Fillon, 2005）没有涉及学校评估。其主要原因是当前教育改革的目标是通过直接支持法律水平儿童和丰富教师培训来提高学生的成绩。因此，人们认为有效的学校管理不能直接促进这一目标。具有控制功能的外部评价也没有实施的意愿。教育部总检查报告分析了15年来法国中学的学校评价情况，结果表明，法国的学校评价更适合欧盟委员会（CE）倡导的“自动评价伴行”（auto-evaluation）。这一思想不是建立在新公共管理理论的基础上，而是建立在自动评价的基础上，这说明了法国学校评价不采用市场机制的原创性和坚实的理念，这与法国的教育政策传统有着密切的联系。

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.