发展中国家基础教育政策评估的核心指标、评估结果与启示——以UNESCO四个成员国为例-清华大学教育研究

文章信息/Info

Title:: Core Indicators, Evaluation Results and Enlightenment of Basic Education Policy Evaluation in Developing Countries——Taking Four Members of UNESCO as an Example

Author(s):: HONG Xiu-min ZHANG Ming-zhu CHEN Min-rui; Faculty?of?Education,?Beijing?Normal?University

Keywords:: UNESCO; developing country; education policy evaluation; core indicators; evaluation results

摘要:: 采用Gephi和R语言文本挖掘，对阿尔巴尼亚、马来西亚、泰国和赞比亚四个UNESCO发展中成员国基础教育阶段的教育政策评估报告进行分析。结果显示：教师专业发展与权益保障评估、学生发展评估、课程政策与实施评估、ICT支持系统评估是四国基础教育政策评估关注的四大核心指标。同时，UNESCO教育政策评估也揭示了四国的基础教育事业在四大核心指标下存在的一系列问题。同为发展中国家，四国基础教育政策评估发现的问题为我国基础教育政策评估与改进提供了启示与借鉴。

Abstract:: Using Gephi and R language text mining, this paper analyzes policy evaluation reports of the basic education in four UNESCO member countries, including Albania, Malaysia, Thailand, and Zambia. It found that the policy assessment in the four countries mainly includes four major indicators: teachers’ professional development and rights protection, student development, curriculum policies and implementation, and the ICT support system. Meanwhile, the UNESCO education policy assessment revealed a series of issues presented in the four countries under the four core indicators. The problems found in the evaluation process of the four countries provide inspiration and reference for the evaluation and improvement of the education policies in China.