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13 Oxfam UK and Irland. Minamoto, Y. (2005). Completion Report on Expert Assignment Program for Evaluation Capacity Building, EPC, JICA Nairobi Office. Minamoto, Y. and Nagao, M. (2006). Process Considerations in Evaluating Educational Cooperation Projects. Journal of International Cooperation in Education, 9 (1) Monroe, M. C., Fleming, M. L., Bowman, R. A., Zimmer, J. r., Marcinknowski, T., Washburn, J. & Mitchell N. J. (2006). Evaluators as Educators: Articulating Program Theory and Building Evaluation Capacity. Evaluating Nonformal Education Programs and Settings. New Direction for Evaluation. American Evaluation Association, San Francisco: Jossey Bass, Binnedijk, A. (2001). Results Based Management in the Development Co-operation Agencies: A review of experience. Background Report. Organization for Economic Cooperation and Development, Paris. Coombs, P. H. & Ahmed, M. (1974). Attacking Rural Poverty `How Nonformal Education Can Help `. A Research Report for the World Bank. The Johns Hopkins Norland, E. (2006). The Nuances of Being "Non": Evaluating Nonformal Education Programs and Settings. Evaluating Nonformal Education Programs and Settings. New Direction for Evaluation. American Evaluation Association, San Francisco: Jossey Bass, 5-12 O'Sullivan, R. D. (2004). Practicing Evaluation `A Collaborative Approach `. Sage Publications. University Press. Patton M.Q. (1997). Utilization-Focused Evaluation. The Cousin, J. B. and Whitmore, E. (1998). Framing Participatory Evaluation. Understanding and Practicing Participatory Evaluation, New Direction for Evaluation. American Evaluation Association, San Francisco: Jossey Bass, FAO and UNESCO (2005). Education for Rural People to achieve EFA and the MDGs. Background Paper for the Panel Session on the Education for Rural People (ERP) Flagship Partnership. Paris. Fetterman,D. M. (2001). Foundation of Empowerment Evaluation. Sage Publications. New Century Text, 3rd edition. Sage Publications. (2002). Qualitative Research & Evaluation Methods, 3rd edition. Sage Publications. Preskill, H., Suckerman, B. & Matthews, B. (2003). An Exploratory Study of Process Use: Findings and Implications for Future Research. The American Journal of Evaluation, 24 (4), Rogers, A.(2004a). Looking again at Non-formal and Informal Education-Towards a New Paradigm. The Encyclopedia of Informal Education. infed.org/biblio/non formal paradigm.htm Guba, E.G. and Lincoln, Y. S. (1989). Fourth Generation Evaluation. Sage Publications. (2004b). Non-Formal Education `Flexible Hoppers, W. (2005). Summary Report on the Electronic Schooling or Participatory Education? The University of Discussion Forum on "Challenging Non-formal Hong Kong. Education in Africa: Where do we go from Here; What Role for an ADEA Working Group?". Association for Development Education in Africa. Marsden, D. and Oakley, P. (1990). Evaluating Social Development Projects. Development Guidelines No. 5, Smith,M. K. (2005). Non-formal Education. The Encyclopedia of Informal Education. infed.org/biblio/b-nonfor.htm Sommers, C (2006). Evaluation of the Wonders in Nature-Wonders in Neighborhoods Coservation
14 Education Program: Stakeholders Gone Wild!, Evaluating Weiss, C. H. (1998). Evaluation, 2nd ed. Prentice-Hall, Nonformal Education Programs and Settings. New Direction for Evaluation. American Evaluation Association, San Francisco: Jossey Bass, Utilizing Participatory Evaluation in Non-formal Educational Cooperation Projects Relevance of Stakeholders Involvement in Evaluation \ Process \ Yuriko Minamoto International Development Consultant yminamoto@mvd.biglobe.ne.jp Abstract Recently, the impact of non-formal education on poverty reduction has been increasingly recognized among international aid communities. However, the difficulty of evaluating non-formal education due to the elastic dimensions of implementation process has become challenging issue. This article discusses applicability of Participatory Evaluation' in non-formal settings through case analysis, assuming it would effectively function in the evaluation process. Various influences on projects could be observed through stakeholder involvement in Participatory Evaluation practice. The following points are concluded as expected effects of its utilization: 1) identification of quality indicators of attitude and behavioral changes through 'dialogue' among stakeholders, 2) appropriate and practical recommendation that lead to more utilization, due to the formative aspect of Participatory Evaluation, and 3) the contribution to strengthening evaluation capacity as well as organizational learning. More practice and cases of Participatory Evaluation should be accumulated and analyzed for further examination and improvement of its methodology. Keywords participatory evaluation, non-formal education, qualitative data, organizational learning
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Title バングラデシュにおける貧困削減と人間の安全保障 Author(s) 山形, 辰史 Citation 貧困削減と人間の安全保障 東京 国際協力機構国際協力総合研修所 2005 年 11 月 121-137ページ Issue Date 2005-11 URL http://hdl.handle.net/2344/575 Rights < アジア経済研究所学術研究リポジトリ ARRIDE> http://ir.ide.go.jp/
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SUMMARY Japan is one of the most earthquakeprone country in the world, and has repeatedly experienced serious major damages. No matter how serious the impact of earthquake disasters, each and every time,
When creating an interactive case scenario of a problem that may occur in the educational field, it becomes especially difficult to assume a clear obj
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Second Language Anxiety of JSL Learners in In and Outside the Classroom MOCHIZUKI Michiko This article discusses second language anxiety with special reference to Japanese education in in-classroom and
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Under White Australia Policy, Australian novels, which originated from the European values of individuality and the high-mindedness and supremacy of European imagination, played a vitally important role