教育改革評価のあり方に関する一視点 : "正統性の回復"を、どのようにはかるのか(II <特集2>教育政策評価の試み)

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  • How Should We Evaluate the Recovery of Legitimacy in Educational Systems?(II <Special Papers 2>Attempt of Education Policy Evaluation)
  • 教育改革評価のあり方に関する一視点--"正統性の回復"を、どのようにはかるのか
  • キョウイク カイカク ヒョウカ ノ アリカタ ニ カンスル イチ シテン セイトウセイ ノ カイフク オ ドノヨウニ ハカルノカ

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Although many educational reforms, which generously aim to recovery the 'legitimacy' of education systems, have been carried out rapidly in Japan for several years, we have not discussed enough how to evaluate them yet. This paper will focus on how we should evaluate educational reforms now. We know that there are two approaches to policy evaluation, 'performance evaluation' and 'evaluation research'. But nowadays, there are serious imbalances between them: in most central and local governments, policies are evaluated not by research but by performance, which cannot evaluate the adequacy or validity of the policy. I propose the third way of evaluation, 'participative evaluation', which is a reflective approach by those, who are participants of the policy-making and policy processes. When policy is made participately, various agents, for example administrator, principals, teachers, parents, citizen, and students, participate to evaluate, too. And it may be possible to make better and wider agreement of the policies through discussions with them. The two contrastive educational reforms, which are carried out by Tokyo metropolitan and Kochi prefecture, are also contrastive on the possibility of 'participative approach', on the one hand there is little possibility in Tokyo, and the other hand there is relative much in Kochi.

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