授業の目的 【日本語】
Goals of the Course(JPN) | | |
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授業の目的 【英語】
Goals of the Course | | This course aims to increase students’ understanding on the concept, practice and methodology of education policy planning and assessment in the area of educational development.
The course provides not only the theoretical overview of educational development planning and assessment, but also reviews practical steps to prepare for a national education strategic plan (NESP) and to assess the NESP implementation in a country. After reviewing the scope and dimension of education policies, the course further discusses the structure, formulation process and practical issues of NESP preparation which varies by the country’s context and situation, as well as the concepts and calculation methods of key education indicators. The course further introduces the methodologies of major assessment analysis used as a tool of policy/project assessment in both practical and academic fields. |
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到達目標 【日本語】
Objectives of the Course(JPN) | | |
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到達目標 【英語】
Objectives of the Course | | | At the end of this course, students are expected to be able to understand the concept of educational development planning and assessment, to calculate major educational indicators, to explain each component of NESP, and to develop basic shape of NESP with support of experts. |
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授業の内容や構成
Course Content / Plan | | Session 1: Introduction and Overview
Session 2&3: Trend of Educational Development Framework and Target Indicators
From Education for All (EFA) to Sustainable Development Goals (SDGs)
Concept of general education indicators
Session 4: What is the Education Development Planning and Assessment?
Difinition, scope and dimension of education policy
Comparison of education policy process in different countries
Session 5: How is the Education Policy Processed?
Preparation of National Education Strategic Plan (NESP)
Crsis sensitive planning process
Complexity of the various cross sectorial strategies/plan
Session 6&7: Education Sector Analysis and Education Indicators
Education Sector Analysis
Data Collection Mechanism
Concepts and Calculation Method of Education Indicators
Section 8: Priorities & Strategies, Activity and Operational Plan
Building policy priorities from the context
Operational plan
Session 9: Coordination Mechanism and M&E Framework
Key performance indicators acccross different policy framework
Result chain of activity, output and outcome level indicators
Data collection and reporting
Session 10: Costing and Financing Plan
Concept and method of Financial Simulation Model
Session 11-12: Practical Method of Financial Simulation Model
Finding context of a country
Collecting necessary information
Setting baseline and target of education indicators
Consideration of financial gap and predited scenarios of operational plan.
Session 13: Education Policy Evaluation
Introduction of qualitative analysis
Introduction of quantitative analysis
Session 14: Project/Policy Assessment Methodology I
Internal and external efficiency
Basic concept of regression analysis
Session 15: Wrap up of the course |
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履修条件・関連する科目
Course Prerequisites and Related Courses | | | There is no precondition to take this course. |
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成績評価の方法と基準
Course Evaluation Method and Criteria | | Grades are based on every class’s attendance and participation (20%), weekly assignment (30%), and final individual paper (50%).
Credit is given to C- (C if applicable) or higher grade for each criterion. |
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教科書・参考書
Textbook/Reference Book | | Textbooks: No specific textbook will be used in this course. Lecture materials will be provided in each session if necessary.
References:
Cummings, W. K. and Willams, J. H. 2008. Policy-Making for Education Reform in Developing Countries: Policy Options and Strategies. London: Rowman & Littlefield Education.
Haddad, W. D. and Demsky, T. 1995. Education Policy-Planning Process: An Applied Framework. Fundamentals of Educational Planning 51. IIEP. Paris: UNESCO.
UNESCO and GPE. 2015. Guidelines for Education Sector Plan Preparation. IIEP Paris: UNESCO.
Hallak, J. and Caillods, F. 1995. Educational Planning: The International Dimension. IIEP Paris: UNESCO.
Ogawa, K., Nakamuro, M. and Hoshino, E. 2009. “Cost-Effectiveness Analysis of Education Project Evaluation by Randomized Experiments: The Case of Kenya”. Journal of International Cooperation in Education. Vol.12. No.1. pp.29-42. Hiroshima University.
Richard, S. and Mahieddine, S. 1997. Functional Analysis (Management Audits) of the Organization of Ministries of Education. Fundamentals of Educational Planning 54. IIEP Paris: UNESCO.
Sutton, M. and Levinson, B. 2001. Policy as Practice: Toward a Comparative Sociocultural Analysis of Educational Policy. London: Ablex Publishing.
Woodhall, M. 1997. Cost-benefit Analysis in Educational Planning. Fundamentals of Educational Planning 80. IIEP Paris: UNESCO. |
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課外学習等（授業時間外学習の指示）
Study Load(Self-directed Learning Outside Course Hours) | | Reading assignments will be given at each session.
Preparation for individual/team presentations may be requested. |
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注意事項
Notice for Students | | | Active participation in discussion and activities during each session is expected. |
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使用言語
Language(s) for Instruction & Discussion | | -Lecture and discussion will be conducted in English.
-There may be reading materials which students themselves have to photocopy and to cover the copy charges.
-Course schedule may be changed depending on the progress and participant’s specific interests. |
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授業開講形態等
Lecture format, etc. | | 対⾯・遠隔（同時双方向型）の併⽤。遠隔授業は Teams、Zoom等で⾏う。
※履修登録後に授業形態等に変更がある場合には、NUCＴの授業サイトで案内します。
Combination of face-to-face and remote (interactive communication class) classes. Remote classes are conducted via Teams, Zoom, etc.
*Guidance will be posted on NUCT if there are any changes in the class format, etc. after registration. |
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遠隔授業（オンデマンド型）で行う場合の追加措置
Additional measures for remote class (on-demand class) | | |
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