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本文考察了目前的全球教育匮乏 ,以及世界各国在宗田会议上所做出的普及基础教育和到2000年将不识字率减少一半的国际承诺的最后落空。1995年哥本哈根会议上所确定的教育目标同样也会落空 ,除非把它们与财政上的需求结合起来。实现这些承诺所需要的资源对南北双方的各国政府分别意味着什么 ?实现这些目标需要进行哪些国际和国内政策上的改变 ?本文的第一部分简要描述了全球教育供给不足的情况 ,并概括介绍了全球发展融资领域内的发展趋势 ,这些因素都影响着上述承诺的兑现。这些影响因素包括 :政府筹资能力的局限 (自由化趋势对贸易税收的影响以及不稳定的或递减的商品出口收入 )、不断减少的海外发展援助 (ODA)资金以及高额负债。本文的第二部分提出了一系列政策建议 ,包括 :为“人人受教育”计划筹集资金的国际税收改革 ;通过援助协议来重申捐助国政府和受援国政府实现2015年目标的承诺 ;确立一项比“严重负债的贫穷国家动议”(HIPC)更加深入和更灵活、并且直接与扶贫战略结合在一起的全面减免债务战略。
This article examines the current global scarcity of education and the ultralities of universal primary education made at the Zongtian Conferences around the world and the international commitment to reduce by half the illiteracy rate by the year 2000. The educational goals set at the Copenhagen conference in 1995 will also come to nothing unless they are combined with the financial needs. What do the resources needed to make these commitments mean to the governments of both North and South and what are the international and domestic policy changes that need to be made to achieve them? The first part of this article gives a brief overview of the global education insufficiency and outlines The development trends in the area of global development finance all affect the fulfillment of these commitments. These include: the limitations of government funding (the impact of liberalization on trade taxes and volatile or declining commodity export revenues), declining ODA funding and high debt. The second part of the paper presents a series of policy recommendations, including: International tax reforms to raise funds for “Education for All” programs; Reaffirming through donor agreements commitments from donor and recipient governments to meet 2015 targets; Establishing A comprehensive debt relief strategy that is deeper and more flexible than the Severely Indebted Poor Countries Initiative (HIPC) and is directly linked to anti-poverty strategies.