A comparative Study on higher education evaluation systems between Taiwan and India

[[abstract]] Since the development of higher education evaluation system in Taiwan from 1975, it has accumulated lots of achievements. However, in the trend of popularization, marketization and internationalization of higher education, the assurance and enhancement of the quality of higher education should be seen as continuous work. In this research, the comparative object—India, as one of “BRICs,” which was named by Goldman Sachs with China, Russia, and Brazil, has a fast progress in economics in recent years. Except for its high achievement in economic development, india’s quality assurance mechanism of higher education is also confirmed in the world-wide, so it will be worth for Taiwan to inquiry and trace. In addition, both Taiwan and India have impacted on the rash extension in higher education, therefore there were generated the query of the quality of higher education. Consequently, this study would utilize document analysis and Bereday’s comparative method in education to compare the higher education evaluation system between Taiwan and India. Based on above, the purposes of this study are listed as follows: 1.to explore the content of higher education evaluation; 2.to explore the higher education evaluation model; 3. to explore the developmental process of the higher education evaluation system in Taiwan and India; 4.to explore the practice of the higher education evaluation system in Taiwan and India; 5.to compare the higher education evaluation model in Taiwan and India; 6. to induct the analysis outcome, make the conclusion and bring up some suggestions for the educational administrator as some reference upon policy making. In the process of study, the researcher use the development process (consists of development periods, the motive of the evaluation, the nature of the evaluation institution, and the evaluation types) and the practice situation (consists of evaluation institutions, evaluation types, evaluation purposes, evaluation content and criteria, evaluation procedure, and the manipulation and application of evaluation outcomes) as comparative points to explore the differences between Taiwan and India. Finally, the researcher would base on the conclusions to bring up some specific suggestions for the educational administrator as some reference upon policy making.