摘要
教育优先区(ZEP)项目在毛里求斯出台以来,被列入教育优先区的学校备受重视,毛里求斯政府曾先后采取营养改善计划、予以财政支持、对教师进行培训等措施去促进这些学校质量的提升。十年后发现,这一项目的成效主要体现为在全面的教育方法、学校与社区合作、家长参与教育过程、学校发展的筹资方式等方面开创了先河,却依然存在教师积极性不高、学生的初等教育证书(CPE)考试通过率偏低、学生的学习生活环境差等问题。究其原因,主要为基础差、政策落实不到位、历史与现实等因素。
Since the beginning of‘Zones d’Education Prioritaires’(Z.E.P.)project in Mauritius,several measures have been taken by the government to improve the quality of the schools listed in this project,such as nutrition improvement plan,financial support and teacher training.Ten years later,it shows that effectiveness of the project is mainly reflected by the comprehensive education method,cooperation between school and community,parents’participation in education process,financing modes of a school.But we also found that“teachers’enthusiasm is not high,students’C.P.E.pass rate is low,students’study environment in ZEP schools is bad”.The reasons for the problems may be the weak substruction of ZEP schools,inefficiency of policy implementation and other social affecting factors.
出处
《非洲研究》
2015年第1期227-241,288,共16页
African Studies
