Evaluating Educational Programmes and Projects: Holistic and Practical Considerations. Socio-economic Studies 15.

Autor/inn/en	Chinapah, Vinayagum; Miron, Gary
Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France).
Titel	Evaluating Educational Programmes and Projects: Holistic and Practical Considerations. Socio-economic Studies 15.
Quelle	(1990), (182 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	92-3-102648-8
Schlagwörter	Adult Basic Education; Developing Nations; Educational Development; Educational Policy; Educational Theories; Elementary Secondary Education; Evaluation; Foreign Countries; International Education; International Educational Exchange; International Organizations; Postsecondary Education; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Politics of education; Bildungspolitik; Educational theory; Theory of education; Bildungstheorie; Evaluierung; Ausland; Internationale Erziehung; Internationaler Austausch; International organisation; International organisations; International organization; Internationale Organisation; Post-secondary education; Tertiäre Bildung; Theorie-Praxis-Beziehung
Abstract	Approaches, designs, and techniques for evaluating educational programs and projects are discussed in this volume. Evaluation has become a permanent concern both for those who determine the major orientation of social and economic policies and for those who are charged with their implementation. The volume is divided into three integrated and mutually dependent parts. Part 1 focuses on major theoretical, methodological, and operational issues in evaluation, in particular educational evaluation. In part 2, the real and practical world of educational evaluation is examined. This part focuses on some important principles and practices in the evaluation of various educational areas including primary education, literacy, and technical/vocational education. Part 3 is the core of the entire work as it attempts to bridge the gap between theoretical and methodological prescriptions for educational evaluation and its practice. In this part, three concrete practical experiences, all from developing countries, are presented that draw upon the theoretical and methodological considerations presented in parts 1 and 2. A final section offers recommendations that largely address the issues of educational evaluation in developing countries and presents strategies for capacity-building. A number of figures and tables appear throughout the volume, and a 98-item bibliography is included. (DB)
Anmerkungen	Unipub, 4611-F Assembly Drive, Lanham, MD 20706.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01