A Development study of Benchmarks on ODA Evaluation in Education

本研究旨在从提高评价客观性的角度出发，构建教育技术领域ODA评价的基准指标。国际教育合作中难以评价的项目是社会影响或外部影响。例如，计算教育和培训的社会回报率是评估教育或培训项目的有用方法，然而，收集必要的数据并不一定容易。因此，本文采用询问支付意愿的方法作为衡量教育培训外部性的方法之一进行分析。研究表明，考虑到通过授课、撰写文章、咨询等方式进行的技能知识传播，以支付意愿总额衡量的短期培训的影响大于成本，说明国际教育合作的效果是一个结果和一个影响。然而，结果或影响是否由项目引起尚不清楚，明确因果关系对于评估项目对结果和影响的归因至关重要。此外，由于影响的实现通常需要一段时间，因此有必要寻找合适的中间指标，使其在未来产生影响。例如，在分析印度尼西亚的一个教育发展项目的影响时，虽然最终的影响是学业成绩，但学习兴趣、积极参与课堂和向他人学习的倾向被用作中间指标。在班级评价分析中，采用满意度作为中间指标。

This research aimed to develop benchmark indexes of ODA evaluation in the field of educational technology from the viewpoint of making evaluation more objective. The difficult items to evaluate in international education cooperation were social impact or external effects. For example, calculation of a social rate of return to education and training is a useful method to evaluate a education or training project, however, the collection of necessary data isn't necessarily easy. So, it was analyzed by using the technique to ask about the amount of payment will as one of the ways of measuring the externality of the education and training. It was shown that the impact of the short-term training measured by the total amount of payment will was more than the cost when all of the transmission of the skills and knowledge through lecture, writing articles, consultation etc. are consideredIt is said that an outcome and an impact are important as an effect of the international education cooperation. However, it isn't clear whether an outcome or an impact was caused by the project, and it is important to clear the causal relationship to evaluate the attribution of the project on outcomes and impacts.Furthermore, as it usually takes time to realize an impact, it is necessary to find an appropriate intermediate indexes which would lead to an impact in future. For example, when the effects of an educational development project in Indonesia were analyzed, an interest to study, an active participation in a class, and tendency to learn from others are used as intermediate indexes although the final impact was scholastic achievement. Moreover, a degree of satisfaction was used in the class evaluation analysis as an intermediate index.