Abstract
ThispaperfirstprovidesanoverviewofEBPMattheJapanesecentralgovernment level, with a particular focus on logic models. Furthermore, we will review the characteristics of the education policy and actual situation, which are difficult to improve the quality of policy making even with the policy evaluation systems and the refinement of logic. For EBPM to function, it is necessary to:（1）gather data with strategic and exhaustive approaches,（2）allow for retreat and “trial and error” based on policy failures and disproving,（3）focus on components that establish
causal relationships,（4）doubt the linear causal structure, and（5）train and assign analysts of evidence（educational data scientists）. EBPM without these elements may contribute to the change of mindset, but the reverse function is likely to prevail overall.
Keywords: EBPM（Evidence Based Policy Making）, Policy evaluation systems, Logic models, Reverse function
