优先政策与教育公平

对于教育公平,可以从机会与结果两个层面来讨论,然而,不论是机会还是结果,都不可能达到一种完全均等的状态,因而也就有了制定优先政策以实现教育公平的必要。从个人所处的自然和社会条件两个方面的影响因素角度来看,社会应对由此所产生的不公平负起责任,通过采取一定的优先政策,来弥补个体某些先赋性的不平等以及后天社会因素而导致的结果的不平等;同时,还存在优先政策自身的公平性问题。只有既注意到不同个体自身所存在的差别,也注意到由社会因素而引起的发展起点的不同,这样的优先政策才真正有利于教育公平的实现。     

International institutions and educational policy: A review of education-sector policy

In 1974, the World Bank published a study entitledEducation Sector Working Paper which set forth its policy in the field of education. This study, the second the Bank had published, was widely read, analysed and discussed for some time after its publication and had a considerable influence on thinking in education and development at the international level. Prospects devoted four articles to the paper: one book review and three controversies (Vol. V, No. 2, 1975, p. 285; Vol. V, No. 4, 1975, p. 457–78; Vol. VI, No. 2, 1976, p. 209–20). Thus, the discussion in our pages, in which the Bank participated, lasted nearly a year.Now the Bank has brought out another eagerly awaited policy paper on education which is to guide its thinking and action in the coming years. Its publication is an event of international importance and its impact will certainly be considerable.The following article by Martin Carnoy is the first in a seriesProspects will publish reviewing the policies of the Bank as expressed in theEducation Sector Working Paper, and by extension, the foreseeable impact of these policies on the world of education in general. Martin Carnoy's paper is critical: readers familiar with his work (seeProspects, Vol. VIII, No. 1, p. 3–19) will know that his viewpoint on the international aspects of education diverges considerably from that of the Bank and of most international governmental and non-governmental agencies.The debate is open again. Specialist in the economics of education, economic development and political economy. Among his many publications in related fields are Education as Cultural Imperialism, Economic Change and Educational Reform in Cuba, 1955–1974,and Education and Employment.     

"两免一补"的教育政策分析

“两免一补”是国家为促进农村落后地区义务教育发展而提出的一项政策,它的实施有效缓解了农村贫困家庭子女上学难的问题。实施“两免一补”政策是我国义务教育发展必然选择,然而目前这一政策在实施过程中面临多方面问题和挑战,因此,促进“两免一补”政策顺利实施和稳定发展就要从资金投入、教育立法和行政监督、资金的筹集和管理、政策的制定和实施等方面加以保障。     

Teachers as mediators between educational policy and practice

Teachers obviously serve as the medium for causing the result of policy as they carry it into schools and classrooms and deliver it to pupils. They mediate between education policy and practice. Knowledge of the exact nature and effects of this vital role is limited. Drawing on a range of research and evaluation of both national and local policy in practice, carried out by the authors in England, this paper illustrates how teachers mediate policy and the resulting outcomes. Further, it proposes a typology of teacher adaptation to education policy. The paper argues that as yet the appropriate professional role for teachers within policy‐making and implementation has not been achieved, and outlines what this might be. Finally, it outlines some implications for teacher education.     

清代文教政策述评

清朝是中国历史上最后一个封建君主专制王朝,清朝的文教政策,是其政治制度和政策的重要组成部分,同样体现了压制与笼络兼施的精神。     

Racializing educational change: Melting pot and mosaic influences on educational policy and practice

This article racializes educational change by examining literature on the history of educational approaches to diversity in the United States and Ontario, Canada to demonstrate how their respective national myths for engaging with diversity—the melting pot and mosaic—have impacted their educational policies and practices over three definable eras of educational change. The educational policies and practices of the two countries are evaluated in relation to four significant and—within the existing literature—widely used political and educational strategies for responding to racial and ethnocultural diversity in schools. The paper cautions that the current era of curriculum standardization and high stakes assessments that reflects a melting pot approach to education reinstitutes and reinforces an inequitable vertical mosaic structure of schooling experiences and outcomes for diverse student populations. It urges policy makers to consider how the current movement toward post-standardization, which reflects a mosaic approach, is presently influencing educational policy and practice in international contexts and achieving more just and effective learning outcomes for diverse student groups.

Some general tactics for creating alternative educational futures

The purpose of this paper is to outline a number of very general questions pertinent to people who are dissatisfied enough with currently institutionalized educational provisions to seek to accomplish fundamental educational change. I maintain that a change-oriented group that fails to address all of these sorts of questions seriously diminishes its potential for creating its educational future.

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Résumé Le but de cette étude est de souligner un certain nombre de questions très générales concernant les gens qui sont suffisamment mécontents des méthodes d'instruction couramment instituées pour rechercher des modifications fondamentales de l'instruction. Je soutiens qu'un groupe orienté vers les changements qui manque de poser toutes ces sortes de questions réduit sérieusement ses chances de décider de son avenir académique.

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OISE

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I would like to thank Andrew Effrat, Michael Fullan, Dan Leckie, and Paul Paschke for their comments on an earlier version of this paper.     

The changing American college student: implications for educational policy and practice

New students entering higher education institutions in the United States have undergone dramatic changes during the past two decades. This paper summarizes some of the major trends observed in these surveys and discusses possible implications of the findings for educational policy and practice.Each fall since 1966 the Higher Education Research Institute at the University of California, Los Angeles has been conducting a national survey of new college freshmen. A typical survey involves 250,000 students and a nationally representative sample of 550 higher education institutions of all types. Between the late 1960s and the mid-1980s American college students became much more focussed on material goals and less concerned with altruism and social problems. These value changes were accompanied by dramatically increased student interest in business careers and a sharp decline of interest in school teaching, social work, nursing, the clergy, and other service careers. These changes are perhaps best illustrated in the contrasting trends in two values: being very well off financially, which doubled in popularity during the period of survey and developing a meaningful philosophy of life which was the top student value in the early 1970s but was endorsed by fewer than half as many students by the late 1980s.During just the past two or three years most of these trends seem to have ended or, in certain cases, shown signs of reversing direction. At the same time, there is growing evidence that students are increasingly oriented toward social activism. Protecting the environment appears to be the single greatest concern among American college students at the turn of the decade.Portions of this talk were given at the January 6, 1989 meeting of the Commission on the University of the 21st Century, Council of Higher Education, Richmond, Virginia: portions have also been adopted from an earlier article in Change magazine (Astin, A. W. Competition or Cooperation, September/October 1987).     

落实教育政策 应对儿童性早熟

从上个世纪六十年代开始,世界上出现了较为普遍的儿童体格发育和青春发育年龄提前的趋势,我们称之为儿童性早熟。近年来这种病的发病率更是显著提高,可以说,儿童早熟是一个全球问题,其后果十分严重,而由此引发的一些社会问题,教育难逃其咎。文章从家庭、社会、学校三方面对教育发出呼吁,希望我们的教育从实际行动上发挥它应有的育人作用,实施真正人性化的教育,帮助儿童身心健康地成长。