A Case of Comprehensive International Cooperation Based on Structural Evaluation
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概要
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More and more attention is being paid to the results of international cooperation. Furthermore, rather than the direct fruits (output) of a project, the social changes that the fruits bring about (outcome) have been emphasized in discussing results.<BR>The key to an effective cooperation is to design a project in such a way that it will bringfavorable results. To this end it is necessary to conduct enough survey to clarify through structur alevaluation the correlation of factors necessary in producing results, and then to design an integrated project (program) in which such factors are dealt with in a suitable manner. In doing so it is amust to set target outcome, which is a higher objective, before determining factors suitable toconstitute the project.<BR>One of the projects conducted under such philosophy is the Regional Educational Developmentand Improvement Project (REDIP) conducted from 1999 to 2000. The core of REDIP consists of baseline survey, pilot projects, and post-project survey. Baseline survey was conducted to gatherdata on the status before the project was conducted, with which to determine activities effectivefor the improvement in education to be covered by the project. A pilot project was designed tocover the contents considered effective in achieving the target outcome, which is the improvementin the academic abilities of the students and qualitative indexes, and it was carried out over theperiod of one year at schools selected for the experiment.<BR>A survey similar to the baseline survey was conducted after the project to evaluate theresults based upon the comparison of the data obtained before and after the project, taking intoconsideration the cost factors. While activities such as teacher development and financial assistanceto schools scored high in overall effectiveness, they involved substantial costs. It was hard todetermine which educational activities are outstandingly effective from a general point of viewwhen cost-effectiveness is considered. Furthermore, necessary activities vary among schools. Forsuch reasons, REDIP phase II aimed at offering diversified cooperation based upon specific needsof each school as well as conducting basic educational activities for all.
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