论文部分内容阅读
进入21世纪以来,亚太发展中国家①农村教育取得了巨大成就,但同时这些国家农村教育还存在数量、质量、均衡、管理等方面的问题,农村教育仍然比较薄弱。针对这一现实,亚太发展中国家的基本做法有:强化国家行为,重视教育扶贫;政府办学为主,鼓励社会各界和家庭参与;学校教育为主,兼用多种办学形式;提倡基于学校的管理,发挥学校办学自主性;等等。这些经验对我国发展农村教育的启示是:政府应加大对农村教育的投入,同时继续鼓励利益相关者积极参与;农村教育应发挥多种功能,为当地经济社会发展服务;因地制宜,制订切合的教育规划和政策措施;加大国际合作与交流,推动实现全民教育目标。
Since the beginning of the 21st century, there have been tremendous achievements in rural education in the Asia-Pacific developing countries (1), but there are still problems of quantity, quality, balance and management in rural education in these countries. Rural education is still relatively weak. In response to this reality, the basic practices of developing countries in the Asia-Pacific region include: strengthening state behavior, emphasizing education and helping the poor; government-run schools, encouraging the participation of all walks of life and families; schooling-based education and the use of multiple forms of education; promoting school-based management , Play school autonomy; and so on. These experiences enlighten our country’s development of rural education: the government should increase investment in rural education, while continuing to encourage stakeholders to actively participate in; rural education should play a variety of functions, for the local economic and social development; according to local conditions, to formulate appropriate Education planning and policies and measures; increase international cooperation and exchange and promote the realization of the EFA goals.