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[[alternative]]Research on evaluating educational policy performance--take an example of the policy of pragmatic skill classes of vocational high school

By [[author]]羅清水, [[author]]Ching-shui Lo, 羅清水 and Ching-shui Lo

Abstract

[[abstract]]This research is mainly aimed to delve into the theories of and approaches to evaluating educational policy performance, and then takes pragmatic skill classes of vocational high school as an example to evaluate and scrutinize the efficiency of policy performance by testifying. In addition, this research adopts both analysis of theoretical documents and probe into testified research as well. First, I collect data and documents related to evaluating educational policy performance, and next construct the basis of theories and documents by analyzing the current policy development of pragmatic skill classes of vocational high school. Second, I apply testified study to form the index system of evaluating policy performance of pragmatic skill classes of vocational high school, and afterwards sample nation-wide seventy-nine vocational high schools for visiting and evaluating on the spot. Finally, I total and analyze the outcome to realize the policy performance efficiency of pragmatic skill classes of vocational high school. I draw the following conclusion from the previous exploration of quality and analysis of quantity: I. Theories of evaluating educational policy remain to be advanced and constructed. II. The policy stakeholder plays a significant role in performing and evaluating educational policy. III. To evaluate educational policy precisely relies mostly on the perfect index system of evaluating educational policy. IV. Methods of evaluating index construction exert great influence on the reliability and effectiveness of evaluating educational policy. V. Evaluating index system of educational policy focuses primarily on the precise search, which contributes to explain the outcome of evaluating educational policy. VI. Policy function and performance efficiency of pragmatic skill classes of vocational high school deserve to be regarded positively. VII. Significant difference exists in policy performance efficiency of pragmatic skill classes of vocational high school. According to the findings and conclusions of this research, I give suggestions respectively to educational administrative organs, vocational high schools, and follow-up research.

Topics: 教育政策評估, 教育政策執行評估, 實用技能班, Evaluating educational policy, Evaluating educational policy performance, Pragmatic skill classes, [[classification]]53
Year: 2010
OAI identifier: oai:ir.lib.ntnu.edu.tw:309250000Q/6514
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