The Party And Government Work Evaluation Commission And Its Assessment Of Science And Education Authorities(1940-1948)

Assessment is an important means to promote the assessed to reach the predetermined goals.Through the assessment,managers can achieve multiple objectives such as optimizing resource allocation,adjusting scheduled plans,and improving work efficiency.In recent years,with the substantial increase in the state's investment in science and education,the establishment of a reasonable assessment system for science and education institutions has become a hot issue of social concern.In fact,as early as the Republic of China,the government had conducted assessments of institutions in charge of national science and education.In 1940,Chiang Kai-shek set up the Party and Government Work Evaluation Commission to conduct assessments on various departments of the government system,and science and education institutions were included.How does the National Government apply the administrative assessment system to academic institutions and educational management institutions?How does the examiner interact with the examinee,and what is the result?This article focuses on the typical representatives of such institutions-Academia Sinica and the Ministry of Education-and focuses on the above issues in order to provide some historical thinking.First of all,this paper analyzes the background and mode of operation of the Party and Government Work Evaluation Commission.The implementation of the"XingZheng Sanlianzhi" is the direct cause of the establishment of the committee.During the Anti-Japanese War,in response to the wartime situation,mobilizing national power,improving administrative efficiency,and based on the reality of the administrative efficiency movement,the practice of controlled economy,and the experience of foreign planned economy,in 1940,Chiang Kai-shek vigorously carried out a new type of administrative management model that combines design,implementation,and assessment—the "XingZheng Sanlianzhi".In order to meet the implementation objectives of the "XingZheng Sanlianzhi ",the committee appointed presidents of five branches as members,and recruited a group of professionals to take responsibility for specific assessments.In terms of functions,the committee was in close contact with the Central Design Bureau,which was in charge of the design process.It adopted the method of combining written examination and field investigation,and used the tools such as forms and statistics to assess the implementation progress and actual effect of the work plan of the party and government organs at all levels,and provides the assessment results to the design department for reference.This institution was an emergency measure for the Kuomintang to strengthen the control and deployment of people,finances and materials throughout the country under the crisis of war.It was also a re:flection of Chiang Kai-shek's personal ideals.From establishment to operation,all aspects of the whole process reflect Chiang Kai-shek's expectation and individual will.The second part of this paper combs and analyzes the history of the committee's assessment of Academia Sinica.The committee's assessment of Academia Sinica had a process of gradual change.Along with the changes in the content and procedures of the assessment,the attitude of Academia Sinica to the examination committee can be divided into two stages.With 1943 as the boundary,the main feature of the first phase was to strive to be exempt from assessment.In the face of the extremely cumbersome monitoring process of the committee,Academia Sinica was overwhelmed.For this reason,it consulted with the committee several times to explain the particularity of academic institutions and tried to obtain special treatment.Although it didn't receive a response,Academia Sinica actually resisted some assessment methods that were not suitable for academic institutions.After 1943,the committee adjusted the assessment methods,and the attitude of Academia Sinica also changed.Academia Sinica began to regard the assessment as a way of communicating with the government.However,during this period,because the committee strengthened the system construction,the dissatisfaction of Academia Sinica to this assessment mode become more and more prominent,especially for quantitative assessment.For the research work of Academia Sinica,the committee had a clear application orientation.However,because the actual research plan of Academia Sinica was mostly bottom-up,it was determined by the specific researcher and the director of the conference.The design and assessment of the institute were carried out at the same time in the conference,which made the committee's actual impact at the planning level very limited.The annual plan history of the Institute can be verified.The third part studies the commission's assessment of the ministry of education.Compared with Academia Sinica,the committee had more strict assessment of the Ministry of Education.Not only did the numbers actually measure the progress of the Ministry of Education,but also pay attention to appropriation,personnel and regulations.The Ministry of Education had earnestly implemented the requirements of the committee,and was even very active in promoting the work competition requested by the committee.However,there were major conflicts between the two sides on the issue of the assessment of the lower level organs.In the process of assessment of the Ministry of Education,the committee paid attention to local educational institutions,especially the school strikes in various places.In order to carry out the leadership will and pay too much attention to temporary affairs,it was probably one of the reasons why the institution had gradually drifted away from institutionalization and eventually stopped.In general,the assessment of the scientific and educational institutions by the Party and Government Work Evaluation Commission did not achieve the expected results.For academic institutions,the adoption of administrative standards for the assessment of academic progress did not gain anything from the academic progress itself,except to increase the communication between academic and political groups;for the Ministry of Education,the assessment of local education had also increased the burden of the operation of the national education system to a certain extent.From the committee itself,the number of professional assessment talents was too small,and the lack of rewards and punishments after the assessment was also the main reason for the failure of the assessment.