教育援助評価の現状と課題

The global attention to 'Education for All' during the 1990s has also highlighted the importance of monitoring and evaluation in the area of educational development and cooperation. In this paper the author examines if this recognition has given rise to the establishment of its practice, through a review of principal concerns and issues in the relevant literature. The review starts with a look at recent developments surrounding aid evaluation, followed by consideration of development and international diffusion of the practice of educational evaluation. The paper then examines the internal evaluation system established by the World Bank for assessing the outcome of its projects, and then reviews the corresponding practice in USAID, DFID and JICA. It also discusses 'new' issues, including the shift in evaluation focus toward programs and policies (away from projects), joint evaluation practice, evaluation of EFA, and evaluation of sustainability. Although the spread of results-based management practice and the development of EFA followup are drawing the evaluation concern closer to the head offices of aid organizations, field-level concerns are equally important, especially since developing countries are becoming interested in evaluation practice as a way of assuming greater initiative in development.