This paper argues that the introduction of performance measurement should be seen as part of a larger trend toward the accreditation of public agencies and private business organizations. Because of its obvious similarities with accreditation, performance measurement in central government ministries can be assessed by examining the effects of accreditation in those areas where it has already been introduced. Accreditation systems are often seen as more realistic alternatives to program evaluation.
Stakeholder Involvement in Educational Evaluation: Quebec's Commission d'évaluation de l'enseignement collégial
The introduction of program evaluation in Quebec's junior colleges - known as CEGEPs or Collèges d'enseignement général et professionnel - has followed two general principles. Those called to participate in evaluation are asked to specify the objectives of the programs being evaluated. The Quebec college teaching evaluation board, the Commission d'evaluation de l'enseignement collegial (CEEC), proposes that all who have active roles in the management or teaching of the CEGEP programs should participate in evaluation.
Organizational constraints on the introduction of program evaluation: the "self-evaluating" organization reconsidered
This case study suggests that organizational constraints on the introduction of program evaluation often have more to do with problems of organizational learning than with the "political" problems dealt with by Wildavsky (1979) and other students of the evaluation/organization interface. Faced with expanding needs and declining resources, the Montreal Jewish Family Services Social Service Centre attempted to introduce program evaluation as a tool for ensuring more efficient resource allocation.
Au-delà de mdèles «rationnel» et «pluraliste» dans l'analyse des politiques publiques: le cas de la CTMSP
Most criticisms of the summative/experimental model of program evaluation, like those of the "technocratic" model of public policy making, assume that the deficiencies of these models can be corrected by adopting a more "pluralistic" view of the policy process (Elmore, 1976, 1978; Lindblom, 1965; Monnier, 1992; Pressman & Wildavsky, 1979). Though partially accepting the validity of this point of view, the author considers the pluralist perspective not in itself sufficient to correct the deficiencies of the summative and technocratic models.
Qualitative evaluation as symbolic policy making: evaluating work training programs for Quebec welfare recipients
Qualitative program evaluation usually insists on the need for "impartial" representation of stakeholder views, whereas "symbolic policy making" favors program evaluation conclusions that support existing programs. These contradictory pressures can lead to evaluations that favor some skateholder views at the expense of other. An example of a qualitative evaluation where this occured is the Quebec government program Mesures de relance, aimed at helping welfare recipients re-enter the labour force.