教育科学 ›› 2026, Vol. 42 ›› Issue (3): 89-96.

• 高等教育研究 • 上一篇    

国际教育局百年发展:全球教育治理视角下的历史与组织功能考察*

胡奇1, 张民选1,2   

  1. 1 上海师范大学 国际与比较教育研究院, 上海 200234
    2 联合国教科文组织 教师教育中心, 上海 200234
  • 出版日期:2026-05-15 发布日期:2026-06-26
  • 通讯作者: 张民选(1953- ),男,上海人,上海师范大学教授,联合国教科文组织教师教育中心主任,主要从事国际组织与全球教育治理、教育国际传播研究。
  • 作者简介:胡奇(1996- ),男,山西大同人,上海师范大学国际与比较教育研究院博士生,主要从事国际组织与全球教育治理研究。
  • 基金资助:
    *2023年度教育部哲学社会科学研究重大项目“依托联合国‘公共数字学习门户’建设参与全球数字教育治理及公共服务研究”(23JZDW12)

The Centennial Development of the International Bureau of Education: A Historical and Organizational-Functional Examination from the Perspective of Global Education Governance

Hu Qi1, Zhang Minxuan1,2   

  1. 1 Research Institute for International and Comparative Education, Shanghai Normal University, Shanghai 200234, China
    2 Teacher Education Center under the auspices of UNESCO, Shanghai 200234, China
  • Online:2026-05-15 Published:2026-06-26

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摘要：

国际教育局(IBE)百年发展历程,为考察全球教育治理中国际教育组织的历史演进与功能变迁提供了重要个案。总体上,IBE经历了制度奠基、协同发展、体系融合、转型聚焦与危机显现五个阶段的发展演变,逐渐由民间倡议组织发展为联合国教科文组织体系内的重要机构,并在全球教育治理的制度创新、知识生产、规范制定、能力建设和理念传播等方面发挥了积极作用。但受联合国教科文组织治理逻辑和价值导向的影响,其职能逐步收缩至课程领域,组织发展的张力不断显现。IBE的发展历程表明,国际教育组织若要维系其影响力,需在制度嵌入与战略自主之间保持平衡。其对中国建设教育类国际组织的启示在于,应强化知识生产和教育国际公共产品供给,推进以共同价值为导向的国际教育合作。

关键词: 国际教育局, 全球教育治理, 历史演进, 组织功能, 国际组织建设

Abstract:

The centennial development of the International Bureau of Education (IBE) provides an important case for examining the historical evolution and functional transformation of international educational organizations in global education governance. Overall, the IBE has undergone five stages of development, including institutional foundation, coordinated development, system integration, transformative focus, and emerging crisis. It has gradually evolved from a civil-initiative organization into an important institution within the UNESCO system, playing an active role in institutional innovation, knowledge production, norm-setting, capacity building, and idea dissemination in global education governance. However, under the influence of UNESCO’s governance logic and value orientation, its functions have gradually narrowed to the field of curriculum, and tensions in organizational development have become increasingly evident. The development of the IBE shows that international educational organizations need to maintain a balance between institutional embeddedness and strategic autonomy in order to sustain their influence. Its implications for China’s development of international educational organizations lie in strengthening knowledge production and the provision of international public goods in education, and in advancing international educational cooperation oriented toward shared values.

Key words: International Bureau of Education, global education governance, historical evolution, organizational functions, development of international organizations

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