达喀尔论坛后的世界全民教育：进展、特点、挑战及前景

一、达喀尔世界教育论坛和全民教育评估回顾 1998-1999年，在共同发起1990年世界全民教育大会的五个国际组织的支持下，展开了世界范围内全民教育的十年评估，即世界全民教育2000年评估。2000年4月，世界教育论坛在塞内加尔首都达喀尔举办。论坛对《世界全民教育宣言》发表十年来取得的成就、教训与失败进行了评估的总结。     

全民教育：宗天会议后的十年

1990年3月，大约1，500人在泰国宗天举行会议,探讨普及全民基础教育的极端重要性。人们认识到，一些地区学校的注册人数在80年代呈缓慢下降趋势。此后，积极推进新的合作办学，支持基础教育的必要性十分紧迫。与会制定了宣言和行动框架，鼓励全球、地区和各国都采取行动，要求各国政府根据《宗天宣言和行动框架》制订本国宗旨和目标。与会一致认为，教育的核心并不仅仅是上学读书，而是学习。在这方面，人们认识到，在校学生人数往往使人对某种教育的效率产生错误印象，这种教育培养出的学生学习成绩低劣，令人不安。人们提出，从本质上说，教育质量比上学机会更加重要。     

达喀尔纲领——全民教育：履行我们集体的承诺

1.我们,2000年4月塞内加尔达喀尔“世界教育论坛”的与会者,谨在此承诺,定要实现针对每个公民和每个社会的全民教育的各项目标。 2.《达喀尔纲领》是一项集体的承诺。各国政府有义务确保全民教育的各项目标的实现     

全民教育运动教育质量新进展——《全民教育全球检测报告2000—2015:机遇与挑战》述评

2000年《达喀尔行动纲领》将世界全民教育运动推进至全新的发展阶段,教育质量成为新千年发展全民教育的核心目标。《全民教育全球检测报告2005:提高教育质量迫在眉睫》提出了教育质量的分析框架。2005年的联合国教科文组织在其公布的报告中从学习者特征、背景、扶持投入、教与学和教育结果等五个相互影响的维度,建构了旨在监控和提高教育质量的分析框架。《全民教育全球检测报告2000—2015:机遇与挑战》表明,世界全民教育运动取得重大进展的同时,其六大目标均未完全实现,尤其是教育质量在过去15年间未得到根本的重视。提升全民教育质量需进一步强化:目标体系的再整合,从量的达标到质的提升;教育资源的再均衡,从物质资源向人力资源倾斜;教育管理的去中心化,从管理的统一到多元的转换;教育供给的市场化,从教育的公共提供到私人参与。     

全民教育与职业技术教育：一个硬币的两面

背景：全民教育和达喀尔峰会 全民教育与技术和职业教育与培训（Technical and Vocational Education and Trnaining,TVET，文中简称职业技术教育业职业教育）之间有什么潜在的联系？有没有把职业技术教育与全民教育目标整和的途径？或者，当进行职业技术教育方面的工作时，把全民教育的目标纳入进来是否有意义？应该把这一点做到什么程度？     

世界全民教育回顾——非洲学童需要何种教育

1990年,当世界各国的教育部长在泰国宗滴恩召开世界全民教育大会时,他们将公元2000年定为世界全民教育年。现在,2000年已经过去,我们发现,我们离全民教育的目标还相差甚远,特别是非洲情况令人担忧。请看这篇对非洲全民教育的调查报告。——编者阿米娜今年10岁,家住津巴布韦的一个商用农场(commercial farm)。由于农场主和政府多年来对其工人和公民漠不关心,估计约200万     

基于《达喀尔宣言》:我们离全民教育目标还有多远?

2000年世界全民教育论坛通过的《达喀尔宣言》明确了到2015年要实现的全民教育六大目标。以全民教育的核心理念──质量和公平来衡量,我国的全民教育虽然解决了"有学上"的教育机会均等问题,但"上好学"的质性目标尚难以兑现。为此,必须先从根本上解决"学好上"的问题。建议明确政府、学校和社会三方的责任,整合多方力量,共同提高教育质量,促进教育公平。     

中国的全民教育发展指数处于世界中等

联合国教科组织近日发布的《2005全民教育全球监测报告》显示，截至2001年，中国的全民教育发展指数0.930,在127个被监测国家中排在第54位，处于中等水平。     

全民教育(2000～2015年):全球干预和援助对全民教育成就的影响

对全民教育发展历史、六项全民教育目标进展情况及全民教育政策国际援助研究表明:尽管达喀尔会议后,在各国政府、国际机构、援助方及非政府组织政策和行动的协助下,社会各界为全民教育目标的实现做出 了巨大努力,但改革进展并不平衡,大部分全民教育议程仍未完成,全民教育的所有目标都未完全实现.人们过多地寄希望于通过外部融资加快全民教育改革进程.尽管援助确实有所增加,但其总量远远不及预估的需求量,其援助对象未能集中于最需要援助的国家,其实施也往往未能有效开展.     

Education for All in India: assessing progress towards Dakar goals

About 60 years ago India established a policy of providing free and compulsory education to all children and began transforming the elite education system inherited from its colonial past into a mass education program. The task became a race against a rapidly growing population, which outstripped the pace at which children could be enrolled and educated in schools. Notwithstanding this demographic challenge, the system grew in size and the number of children participating in school grew many-fold. The struggle to reach the long cherished goal of universal elementary education continues even today. The present paper highlights two decades of EFA progress, paying particular attention to quantitative trends since 2001, and the policies framed and the strategies implemented to achieve greater equity and quality in the provision of basic education.

Gender and Education for All: Progress and problems in achieving gender equity

The paper explores the effects of rapid increases in gender parity in primary schooling in Bangladesh and Malawi on gender inequities in schools and communities. Based on an analysis of comparative case studies of marginalized communities, we argue that educational initiatives focused on achieving gender parity provide limited evidence that girls’ educational experiences modeled significantly different gender norms than in communities, or that by being educated, girls experienced a transformation of the inequitable gender relations they faced in society. The data illustrate persistent gender discrimination related to educational attainment and learning, and gender-based violence in schools. These patterns of gendered discrimination and violence largely mirrored those that girls and boys experienced in their homes and communities, raising important questions about the transformational capacity of current gender parity and schooling models.     

全民教育思潮的发展及其对构建学习型社会的启示

全民教育思潮是伴随着教育民主化进程和日趋激烈的国际竞争而出现的,并在联合国教科文组织的直接推动下,自上个世纪90年代以来,形成了全民教育运动。这种思潮,正影响着我国教育理念的重塑和教育实践的发展,对当前推动教育均衡发展、构建学习型社会具有重要的现实意义。     

The Education for All Global Monitoring Report: a mid-term assessment

The Education for All (EFA) Global Monitoring Report is six years old and seven reports have been produced (UNESCO, 2000–2008). It is a product of the outcomes of the World Education Forum in Dakar held in 2000. It is designed to track progress towards the realization of the six EFA goals and to hold governments and the international community to account for their promises and pledges. This short article reviews the genesis, evolution, characteristics, and influence of the GMR to the beginning of 2008. It concludes that the report is now a well established feature of annual international reporting and has helped to strengthen UNESCO’s voice. It is a reference point of some significance but it will need to adjust its reporting and its argument as 2015 approaches.

扩展我们的教育质量观：重新发现教育目的

高等教育机构对质量保证日益增加的重视以及初等和中等教育中评估学习成就的重要机构的出现,是教育领域中具有重要发展意义的代表性现象。全民教育(EFA)这一全球性运动表明,人们不仅意识到了世界各地的人们都有受教育的权利,而且承诺将教育扩展到世界各地。本文表明的是,尽管我们取得了重大进展,不容忽视的是挑战依然存在。笔者认为,目前在世界各地兴起的质量保证制度中关于质量构成的理解嵌入了个人主义概念。据此,笔者指出这是远远不够的,其他能够阐释我们作为个体、作为民族以及作为国家身份的更具概括性的概念需要被引入,这样才能获得关于质量的更广泛的观点。     

孔子“有教无类”主张及其价值的现代透视

教育的对象问题,历来都是教育家关注的焦点。在孔子的教育思想中,最光辉的一点便是其“有教无类”的教育主张。它规定了孔子办私学的教育对象。今天,我们重温这一杰出命题,把握其基本思想内涵及现代价值,对于正在进行的教育改革仍有着重要意义。     

Deconstructing Education for All: discourse,power and the politics of inclusion

The UNESCO World Declaration on Education for All from 1990 sets in motion the new agenda for educational reform that provides basic education for all disadvantaged children and adults in the global context. Since its formulation, a set of consecutive policy texts has been issued by international agencies to monitor, evaluate, and strengthen the capacity of governments to ensure that the goals of Education for All are met by 2015. This paper applies critical theory and discourse theory to provide an in‐depth analysis of the hegemonic ideologies of this global policy framework through the deconstruction of policy texts and discourses. It is argued that Education for All is a modernist project of the new imperialism, structured through the selecting, assembling and underpinning of policy discourses, to expand the ideological project of new capitalism in the global context. Discourse of inclusion is discussed both at the educational and political levels to portray the tensions of the global community in grappling with the issues of justice at the international, national, and local context.     

Target-driven reforms: Education for All and the translations of equity and inclusion in India

This paper critically examines the ways in which inclusion and equity are constituted through education development policies in India. Programmes implemented under global and national Education for All (EFA) policies have largely involved the quantification of ‘equity’ whereby schooling processes are measured against broad targets for school outcomes – focused mainly on student attendance, retention and academic achievement. Drawing on perspectives from Actor Network Theory, the paper puts forward the view of development reforms as ‘networks of translation’ in order to trace the shifts and vicissitudes of educational ideals. Reporting on ethnographic data of two reforms in the south Indian state of Karnataka, we show how narrow understandings of equity are produced through target-driven approaches to EFA. In doing so, the paper highlights the performative effects of education development policy and its potentially counterproductive consequences in contexts of poverty and marginalisation.     

Including students with disabilities in Education for All: lessons from Ethiopia

This article addresses the inclusion of students with disabilities into the Education for All and Sustainable Development Goals agenda through a case study of Ethiopia, a country aiming to promote inclusive education amidst rapidly rising school enrolments. The article begins with a review of debates concerning inclusive education in the Global South and the strategy taken by Ethiopia. It then examines how inclusive education is currently being implemented drawing on recent fieldwork at rural and urban schools in Tigray province. Through interviews, participant observation, and focus groups, we found that teachers and school administrators are generally in favour of mainstreaming children with disabilities into ‘normal’ schools. However, insufficient training of teachers and itinerant teachers along with shortages of teaching materials and resources present major challenges to addressing special education needs.     

全民教育所面临的挑战与对策——解读联合国教科文组织第五届全民教育高层会议公报

全民教育已成为当前国际社会共同关注的事业,目前面临的挑战有：发展目标尚未完整实现；师资短缺；资金窘迫；原则有待共同遵循。公报阐述的全民教育对策主要涉及扫盲教育、农村人口教育、教育中的性别平等、全民教育与教育援助。