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Indicators for Evaluating Family Education-orientated Institutions
Dr. Li-Tuan Chou
family education-orientated institutions
This study aims to construct the evaluation indicators of family-oriented institutions. Constructed with the CIPP model, we have brought experts, academics and practitioners together in using Delphi Method to construct proper evaluation indicators to assess family education-oriented institutions. In the family education law, family education centers, educational institutions at all levels of society, various types of mass media organizations and other family education related public and private organizations or groups, are all categorized in to family education-oriented institutions. This study considers that the family education center as a family education-related institution is established according to Family Education Law. Consequently, the family education center varies tremendously from other family education institution so that they are hardly applied to a same set of evaluation indicators. Therefore, this study will separately focus on family education centers and other family education-oriented institutions, from which we draw up applicable indicators. It enables the central authorities and municipalities, county (city) government institutions to select the contents of applicable indicators to be used in its jurisdiction areas of family education-oriented institutions to do evaluation. Furthermore, it can evaluate the effectiveness of institutions in terms of implementation, and also it serves as references for the future activities in the family education. In this study, the evaluation indicators constructed for the family education center include: dimension of background analysis for family education-oriented institutions, dimension of resource-involved for family education-oriented institutions, dimension of activity-process for family educational institutions, dimension of activity-achievement for family education-oriented insinuations. The above are of four significant dimensions. Ten items include background analysis of family education policy, institutional background analysis of family education-oriented institutions, background analysis of service object demands in family education, human power and application in family education-oriented institutions, supporting measures in family education-oriented institutions, budget in family education-oriented institutions, activity planning process in family education-oriented institutions, activity implementation process in family education-oriented institutions, and service satisfaction in the family education-oriented institutions. Furthermore, another 59 evaluation contents are subcategorized. This study aims to make the construct of evaluation indicators for the other family education-oriented institutions, including the above four significant dimensions , ten items, and 63 sub-items of contents. According to the findings of this study, the researcher put forth two proposals regarding evaluation indicators for family education-oriented institutions in terms of application and future researches.
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