评估协作治理的影响:数字教育项目的案例
Stéphane Bonny1, Tereza Cahlikova1
1Swiss Graduate School of Public Administration (IDHEAP), University of Lausanne, Quartier UNIL-Mouline, Lausanne CH-1015, Switzerland.
Evaluation and program planning
|December 8, 2024
概括
引入数字教育需要明确的角色和领导力. 一个瑞士数字教育项目显示,不清楚的伙伴关系导致利益相关者之间的影响力不平等,突出了评估合作结构的必要性.
科学领域:
- 教育政策 教育政策
- 教育中的信息和通信技术 (ICT)
- 协作式治理 协作式治理 协作式治理
背景情况:
- 信息和通信技术 (ICT) 的日益集成需要早期发展数字技能.
- 由于缺乏内部专业知识,政府经常与外部专家合作实施数字教育计划.
- 这种计划通常形成具有定义利益相关者角色的协作治理结构.
研究的目的:
- 调查DigEd项目中的跨部门合作结构,该项目旨在将数字教育纳入瑞士学校.
- 分析组织结构对数字教育实施有效性的影响.
主要方法:
- 在数字教育项目中探索跨部门协作结构.
- 应用社会网络分析 (SNA) 来绘制利益相关者的关系和影响.
- 在试点阶段对项目动态进行定性分析.
主要成果:
- 试点阶段缺乏明确的领导和明确的合作伙伴角色,阻碍了共同理解.
- 有限数量的有影响力的参与者,特别是非国家参与者,主导了该项目.
- 社交网络分析视觉上证实了非国家行为者的中心地位.
结论:
- 有效的数字教育实施取决于明确的协作结构和明确的领导.
- 评估人员应与项目成果一起考虑内部协作动态.
- 在不同利益相关者之间建立共同的理解对于公平的项目进展至关重要.
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