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摩洛哥教育改革的动向与挑战 被引量:3

Trends and Challenges in Educational Reform in Morocco
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摘要 摩洛哥在1956年获得独立地位后,先后进行了以实现摩洛哥教育阿拉伯化和以提高教育系统效率为核心内容的教育改革。1999年摩洛哥政府颁布了《教育与培训国家章程》,围绕着普及教育、提高教育质量和使教育适应经济发展需要等问题对摩洛哥教育进行为期10年的全面改革。尽管这一改革取得了一定的成绩,但是摩洛哥的教育改革进程仍然面临着许多问题和挑战。 North African country Morocco obtained independence in 1956 ,and since then the country hascarried on education reform to realize the Arabization of education and improve the efficiency of the education system continuously. The Moroccan government promulgated the National Education and Training Charter in 1999 and launched a new round of comprehensive education reform for 10 years .Universalization of access to education, improvement of the quality of education and suitability of education to the need of economy became the main categories of this reform. Despite of some progress, the education reform process in Morocco still has many problems and big challenges.
作者 於荣 孔祥茹
出处 《比较教育研究》 CSSCI 北大核心 2012年第12期15-18,共4页 International and Comparative Education
关键词 摩洛哥 教育改革 动向 挑战 Morocco reform of education trend challenge
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参考文献4

  • 1Abdccbaii Boubkir and Abdenour Boukamhi. Edu-cational Reforms in Morocco : Are the New Directions Fea-sible? In International Education Systems and Contempo-rary Education Reforms.Edited by Adel T.Al-Bataineh,Mohamed A. Nur-Awaleh. Lanham: University Press ofAmerica,? Inc,2005,20.21.22.31 .
  • 2National Education And Training Charter[EB/OL]. http//wwwjneagovjna/sites/fr/English/Lists/Pages/charter_page.aspx.
  • 3UNESO Estimated Illiteracy Rate and Illiterate PopulationAged 15 Years and Older by Country, 1970-2015.Paris,2002.
  • 4Aomar Boum. The Political Coherence of Educational In-coherence: The Consequences of Educational Specializa-tion in a Southern Moroccan Community. Anthropology &Education Quarterly. 2008,39(2):205-223.

同被引文献11

  • 1African Development Bank. Na- tional Education Emergency Support Program [EB/OL]. http ://www.adfb.org/fileadmin/uploads/afdb/document/pro- ject- and- operations/kingdom/of/morocco/national/educa- tion/emergency / support / program / project / appraisal/report. pdf,2013-03-11.
  • 2The Central Intelligence Agency. The World Fact Book [EB/OL]. https://www.cia.gov/library/publications/the-world- factbook/geos/mo.html, 2013-03-11.
  • 3The World Bank. World Development Indicators [EB/OL]. http ://data.worldbank.org/country/morocco, 2013- 03-11.
  • 4Majid Dardour. Moroccan Education: Problem and Solutions [EB/OL]. http'J/www.moroccoworldnews.eom/2013/ 05 / 92534 / moroccan - education - problems-and-solutions/ 2013-06-05.
  • 5African Development Bat k. Na tioual Educa- tion Emergency Support Program[EB/OL]. http: /// www. adfl), org/fileadmin/uploads/afdbMocmnent/pro- ject and operations/kingdom/ofmoroccohlational/educa- tion/ emergency/ support/program [ project/appraisal/re- port ipdf, 2013-03-11.
  • 6The Central Intelligence Agency. The World Fact Book[EB/OL]. https. //www. cia. gov/libral/ publications, the world factbook/geos/mo, html, 2013- 03-11.
  • 7The World Bank. World Development Indica- tors [ EB/OL]. http: //data. worldballk, org/eountry/ morocco, 2013-03-11.
  • 8Majid Dardour. Moroccan Education: Problem and Solutions F EB/OL3. http: ///www. moroccoworld- news. corn/2013/05/92534 moroccan education prob- lems and solutions/2003-06-05.
  • 9於荣,黄丹华.殖民主义遗产与非洲高等教育——撒哈拉以南非洲法语国家高等教育发展的历史考察[J].比较教育研究,2011,33(12):34-37. 被引量:1
  • 10於荣,王君.非洲高等教育的美国化——以摩洛哥伊夫兰市阿卡韦恩大学为例[J].比较教育研究,2013,35(6):13-17. 被引量:2

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