教育质量：内涵、评估及改进策略——联合国教科文组织对提高教育质量的关注

概述了联合国教科文组织对教育质量概念的认识过程、以及定义、监测和评估的现状和框架;总结了来自四个优质教育国家提高教育质量可资借鉴的经验;并对联合国教科文组织第47届国际教育大会关于提高教育质量本世纪初面临的挑战与优先行动目标予以介绍。期望以教科文组织的视角,从世界范围内对我们提高教育质量问题的认识有所启发。     

加强教育科研 促进教育创新

联合国教科文组织 (UNESCO)一贯重视科学研究在增强国家社会经济发展潜力 ,尤其是促进教育创新及改革过程中的作用。在国际教育发展大背景下 ,教育研究的地位相应提高。教育研究注重加强与教育决策和创新实践的联系 ;注重对影响教育质量和学习成绩因素的研究 ;加强对生本课程和学生学习标准及相应的教师专业标准的探索 ;从新的广度及深度探讨信息通讯技术对教育的影响 ;教育研究日益全球化。教育科研要促进教育的全面发展 ,提高改革的成效 ,还应关注和解决诸如教师在教育科研中的作用、恰当地认识和加强研究与决策的关系、教育研究成果的推广应用、教育研究方法的改进等方面的问题。     

Celebrating Book Culture: The Aims and Outcomes of UNESCOs World Book and Copyright Day in Europe

World Book and Copyright Day was established by a resolution of the 28th General Council of UNESCO in 1995. Its avowed aim was ‘to pay a world-wide tribute to books and authors on this date, encouraging everyone, and in particular young people, to discover the pleasure of reading and gain a renewed respect for the irreplaceable contributions of those who have furthered the social and cultural progress of humanity.’ This article examines the context for World Book and Copyright Day, the extent to which cultural and commercial interests have converged in the activities of the day and argues that an analysis of the activities of the day reveal a specifically European attitude to book culture.

TOWARDS DEFINING “POTENTIAL CENTRES OF EXCELLENCE” IN AFRICAN JOURNALISM TRAINING1

An era of intensified globalisation stimulates debates about the universality of models of journalism education, and the particularities of so-called developing countries. This paper describes one such instance as manifest in a project, under UNESCO auspices, to identify the journalism schools in Africa with the greatest potential to be “centres of excellence”. It analyses how the methodology for this endeavour drew from systems operated in the United States, United Kingdom and a number of French-speaking countries, but sought to develop the elements for a specifically African-centred application. The paper presents the development of particular criteria and indicators that constitute a home-grown and relatively legitimated system which can serve diverse purposes within African countries—and perhaps more widely as well.     

Human rights,education for democratic citizenship and international organisations: findings from a Kuwaiti UNESCO ASPnet school

While universal human rights frameworks and democratic models of government have gained global support and even adherence, they often exist in tension with local cultural and religious practices. In Kuwait, tensions arise between its constitution, legal system and Islam, with several groups consequently marginalised. These tensions extend into the education system. This paper seeks to explore both theoretically and contextually the potential of a curricular module introduced in 2006 in deepening education for democratic citizenship in Kuwait. Theoretical analysis reveals the module, introduced without altering the authoritarian ethos of the system, to be quite a thin engagement with the concepts of rights and democracy. However, its enactment within the case study school – both representative of an authoritarian state school and a member of UNESCO’s Associated Schools Project Network (ASPnet) – uncovered its deeper potential and perhaps discovered the reason for its swift relegation from a three-year to a one-year programme.     

全球视野的环境教育理念

联合国教科文组织一直致力于倡导和推动环境教育,该组织的许多教育文献论及环境教育,并形成了较为系统的环境教育理念。其具体内容既包括环境教育的内涵、目的、特征与实施意见,也涉及可持续发展教育的内容与实施策略等。系统地研究教科文组织教育文献中的环境教育理念,对于我们更好地开展环境教育和可持续发展教育,具有重要的启示意义。     

Education quality,and teaching and learning in the post-2015 education agenda

At present, there is an intense and wide-ranging debate on the future of global development. This debate occurs in a context of increasing global inequality, global economic recession, conflict, and climate change. Discussions about the post-2015 education and development agenda in this context ambitiously seek to eradicate poverty, promote social and economic inclusion, tackle climate change, promote equity, and access to quality education. While the exact goals are not yet agreed and the shape of the final post-2015 development is still to be settled, there is a widespread consensus that education is priority and that equitable and quality education is core to the agenda. In this context, this paper discusses the continuities and discontinuities in the proposed post-2015 quality agenda through a textual analysis of UNESCO consultations on Education for All (EFA). In particular, this article focuses on the UNESCO post-2015 position paper and the Muscat Global Education meeting agreement in April 2015. They are significant policy texts as they evidence the current global education discourse on education and the development agenda and reflect the broad consultations and thinking reflected in the thematic consultations. They also are important as they seek to clarify and secure the focus on the Education for All goals within a future post-2015 development agenda. The analysis of these texts pays particular attention to how quality is conceptualised in these texts, how it is translated into targets and how teachers are located in the global education quality discourse. The paper argues that while potentially broad conceptualisations of quality emerge from these texts, quality is still being defined as literacy and numeracy and still being constrained by what can be measured. While teachers are identified as crucial to the quality agenda, there is still a failure to engage more broadly with teaching and learning as well as the diverse contexts of teaching and learning. The article argues that what is needed is a continued foregrounding of quality as a dynamic, process oriented social justice endeavour to give effect to a holistic and comprehensive approach to the broad quality agenda.     

从UNESCO的指导准则看我国的远程教育质量保证体系

2005年,UNESCO发布了跨国(cross-border)高等教育质量指导准则,将涉及跨国高等教育质量保证的责任机构划分为六类,并相应给出了若干建议。该指导准则也同样适用于我国的远程教育实践。本文通过比较研究,将我国远程教育质量保证的现行做法与UNESCO的指导准则进行了对比,从中指出了我国远程教育实践中的不足与欠缺之处,试图为我国远程教育的改进和发展提供依据。     

国际课程标准对我国职教师资硕士教育的挑战

联合国教科文组织(UNESCO/UNEVOC)于2004年在杭州举办“职业教育教师培养创新创优国际会议”,通过了“国际职业教育师资硕士课程框架”。这一框架标准作为全球职教师资硕士学历教育的基本质量要求,对提高成员国职教师资培养水平、促进该领域国际间学历证书互认以及学术交流具有重要的意义。