中国和欧盟未来十年教育发展指标体系比较研究

A Comparative Study of Education Development Index Systems in China and EU in the Coming Ten Years

中国和欧盟作为世界两个最大的经济共同体,都在2010年制定了未来十年教育发展规划,把实现和服务于社会经济发展目标作为制定教育发展目标的重要依据,教育目标均采用三级目标体系构建模式,在优先发展、保证机会、促进公平、提高质量、终身学习、能力为重等目标维度上呈现出趋同性。中国的23个指标全部是预期性量化目标,侧重表现教育发展规模、水平和产出,欧盟的16个核心指标构成了较为完整的系统的和动态性的指标体系,侧重教育公平和能力评价。中国和欧盟十年教育发展规划指标维度的结构既有相同之处,同时在指标品质和结构方面又存在很大的差异。中国采用"目标实施"模式,欧盟采用"目标监测"模式,文本构建模式的不同是造成指标体系差异的根本原因。中国需要进一步完善教育发展指标体系。

As two biggest economic communities, China and EU both formulated ten-year education development planning in 2010, taking the realization and contribution to social and economic objectives as the important basis for setting educational development objectives. Educational objectives have been developed by using the mode of threetier objective system. There is a convergence in objective dimensions in terms of investment in education, access to education, equity in education, quality improvement, lifelong learning and emphasis on competence. All of China＇s 23 indicators belong to expected quantified objectives with emphasis on the scale, the level and the output of educational development, while EU＇s 16 core indicators have formed a comprehensive, coherent and dynamic index system with focus on equity in education and competence assessment. It can be found that China and EU have the structure of indicator dimensions in common through classification of indicators, and at the same time there also exists a considerable difference in terms of quality and structure of indicators used. The mode China uses is ＂targetimplementing＂, while EU applies the ＂objective-monitoring＂ mode. Different ideas to develop the official document texts are the fundamental causes of different index systems. China needs to further perfect its index system of educational assessment.