教育科学 ›› 2022, Vol. 38 ›› Issue (2): 84-89.

• 比较教育研究 • 上一篇    下一篇

“金砖国家”教育治理的困境与破解之道*——基于俄罗斯、印度、巴西、南非的实践与经验

付小倩1,2, 肖凤翔1, 闵学良2   

  1. 1.天津大学 教育学院,天津,300354
    2.江西科技师范大学 职业教育研究院,江西 南昌 330038
  • 收稿日期:2021-12-13 出版日期:2022-03-15 发布日期:2022-05-07
  • 作者简介:付小倩(1989- ),女,江西玉山人,天津大学教育学院博士生,江西科技师范大学专职研究员,主要从事教育基本理论研究、职业教育研究;|肖凤翔(1955- ),男,重庆人,天津大学教育学院教授,博士生导师,主要从事教育基本理论研究、职业教育研究;|闵学良(1972- ),男,江西南昌人,江西科技师范大学职业教育研究院教授,硕士生导师,主要从事高等教育研究。
  • 基金资助:
    2021年江西省高校人文社科重点基地项目“利益相关者管理视域下1+X证书制度实施主体的责任研究”(JD21069)

The Dilemma and Solutions of Education Governance in BRICS Countries —Based on the Practice and Experience of Russia, India, Brazil, and South Africa

Fu Xiaoqian1,2, Xiao Fengxiang1, Min Xueliang2   

  1. 1. School of Education,Tianjin University,Tianjin 300354,China
    2. Institute of Vocational Education,Jiangxi Science and Technology Normal University,Nanchang Jiangxi 330038,China
  • Received:2021-12-13 Online:2022-03-15 Published:2022-05-07

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摘要：

新兴市场国家尤其是俄罗斯、印度、巴西和南非这四国大力推进教育治理,却陷入了困境,体现于“教育分权下而不放”“公私合作协而不同”“国家规制规而不制”。导致困境的因素各国有所不同,以下三点却是相同的:一是未厘清多元利益主体权责关系;二是未处理好保证公共利益和提升市场效益之间的关系;三是受科层传统与合作机制冲突的制约。为了破解教育治理困境,四国进行了有益尝试:完善“自治”机制,激发基层发展活力;优化“共治”结构,建构公私并举的合作秩序;推进“法治”与“善治”,保障教育的公益性。对这四国教育治理经验的反思,有益于我国推进新时代的教育治理。

关键词: “金砖国家”, 教育治理, 治理困境, 破解路径

Abstract:

Emerging market countries, especially Russia, India, Brazil, and South Africa, have vigorously promoted education governance, but they have fallen into difficulties, which are reflected in aspects of “education decentralization”, “public-private cooperation”, and “national regulation”. The factors that lead to the dilemma vary from country to country, but the following three points are in common: First, the relationship between the rights and responsibilities of multiple stakeholders is not clarified. Second, the relationship between ensuring public interests and improving market benefits is not properly handled. Third, constrained by the conflict between bureaucratic traditions and cooperation mechanisms. In order to solve the dilemma of education governance, the four countries have made meaningful attempts, which include improving the “autonomy” mechanism to stimulate the vitality of school development; optimizing the “co-governance” structure and building a public-private cooperation order; promoting “rule of law” and “good governance” to ensure the public welfare of education. Reflecting on the education governance experience of these four countries is beneficial to my country’s promotion of educational governance in the new era.

Key words: BRICS, education governance, difficulties of education governance, solution

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