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

本研究厘清了法国学校评估的争论条件、争论方式以及对教育政策的认识，并分析了法国学校评估的实际政治倾向，研究结果如下：1.法国学校评估的特点是由<improvement of school autonomy by auto-evaluation>学校自身的”项目“（projet d 'etablissement，school project）构成，其机制是由学校自身的“项目”（projet d' etablissement，school project）形成的。但由于缺乏自主的学校管理，这是不成功的。为了改善这种状况，”学术界”（地方教育当局）已开始通过协作任务帮助学校领导形成每所学校的“诊断”和“使命”。这是一个值得注意的观点是一个新的学校支持系统，由政府的基础上，自我学校的努力。2.新的教育法（loi Fillon，2005年）没有处理学校评估。究其原因，主要是由于当今教育改革的目标是通过直接资助法律水平的儿童和丰富教师的培训来提高学生的成绩。因此，有人认为有效的学校管理不能直接促进这一目标。3.教育部《全面检查报告》对法国15年来中学评估的分析表明，法国的学校评估更倾向于欧洲委员会（CE）倡导的“自动形成与支持”（auto-evaluation accompagnees）。这一理念不是基于新公共管理理论，而是基于自我评估，这一事实说明了法国学校评估的独创性和不采用市场机制的坚实理念，并与法国教育政策的传统紧密相连。

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.