Abstract
Recently, either in the center or in the provinces, policy makers have shown great concerns with the "Evaluation & Review" of the public education. There are some reasons for that, but the foundation of these concerns would be "the deregulation". The deregulation did formulate the self-managing schools, but on the other hand, it certainly shook the legitimating. The creation of originality of schools caused changes in the legitimating. So policy makers try to put the function, which can reconstruct it with parents' and communities' help, to the "Evaluation & Review". This situation has the following five specific characteristics, which are produced by the directivity of the structural reform : 1) the policy of "Evaluation & Review in education" has developed both in the center and in the provinces. 2) Even though it is said that the deregulation can be done by each provinces, but it is true that there are official notices from center, which is far from what we call decentralization. 3) The "Evaluation & Review in education" covers a wide range : the level of education administration to individual school activities. However they try to construct the common system, which includes all the range of these levels. 4) This trend has been developed based on not only an intention but also on the complicated concerns related with the reform. 5) So the policy of "Evaluation & Review in education" includes some different contents or directivity, which can be accepted from the persons who stand the different concerns. Consequently "Evaluation & Review" seems nobody evaluated can refuse this system. Even though, educational policy has mentioned the necessity of "Evaluation & Review", it never showed any definite what the "Evaluation & Review" should be. In order to make this situation better, we should decide the order of priority. Besides we need a perspective how constructs the relation between the each "Evaluation & Review" totally, and a programme which practices it. At the same time we should call on the study of educational administration to reflect on its scholars-centered situation. It should be the reviewing against the lack of construction of the theory of "Evaluation & Review of educational administration", not just "the lack of effectiveness" that we couldn't contribute in the educational policy. Now we put many kinds of problems to "Evaluation & Review" so easily, and this causes a trend of "evaluation-oriented", but we consistently argue how important "Evaluation and Review" is. Many articles or treatises still leave practical matters to education boards or schools. To make "Evaluation & Review" works in the right way, the author tries to produce some teaching materials (including textbooks or videos) that tell how and at what level the provinces, the education boards, schools should practice. More over, he tries to train the facilitators, who take the function that extend how to put them into practice, and the persons who train the facilitators and so on through this project.
