摘要
为了应对全球教育体系面临的新挑战,实现全民学习的教育目标,世界银行开发了"完善教育结果的系统方法之教师政策"框架,致力于为各国提供基于证据的分析、评估教师政策的方法。该框架指出了教师政策应该关注的10大要素,设定了教师政策的8个目标,提出了21条政策杠杆,并结合案例分析了实现政策目标的4种典型取向。这反映了世行倡导设计取向、强调基于证据的政策观。
In response to the challenges of the world education system, the SABER-Tp framework is initiated to provide a comprehensive, evidence-based approach for understanding and assessing policies, and help to achieve the goal of learning for all. The framework is composed of 10 teacher policy categories, 8 policy goals, 21 policy levers, and 4 policy ways via which good education results can be achieved. This reflects the World Bank emphasizes the importance of policy design, and evidence-based policy making. It enlightens that teacher policy making should ensure a perfect supporting system, supplement sufficient number of teachers and improve their quality simultaneously, but most of all it should be rooted in the native culture.
作者
江夏
张世义
JIANG Xia ZHANG Shiyi
出处
《外国中小学教育》
CSSCI
北大核心
2017年第4期47-53,共7页
Primary & Secondary Schooling Abroad
基金
教育部人文社会科学研究规划青年基金项目"质量提升背景下城市‘公办性质’幼儿园运行保障机制研究"(项目批准号:15YJC880029)
江苏省教育科学"十二五"规划2015年度课题"江苏省集体性质幼儿园运行保障机制研究"(项目批准号:B-b/2015/01/015)
江苏省高校哲学社会科学研究项目"公办园非在编教师待遇长效保障机制研究"(项目批准号:2016SJB880088)的阶段性成果
