世界银行参与全球教师治理的动因、策略与行动路径

Motivation, Strategy and Action Path of World Bank’s Participation in Global Teacher Governance

全球教师治理是优化国际教师政策的重要路径,也是提高教师队伍质量的有效方法。20世纪60年代,以对教师培训的关注作为起点,世界银行在全球教师治理中经历了初步关注、逐渐探索和深入开展三个阶段。世界银行参与全球教师治理的主要原因在于提高发展中国家的教师质量,从而为其经济增长提供关键助力。具体来说,发展中国家提供教育服务的低效性、高素质教师对经济增长的重要性以及知识经济对教师培训要求的转变这三方面的动因共同推动了世界银行参与全球教师治理。为了确保全球教师治理的顺利推进,世界银行强调以提供政策建议、开发有效工具和强化外部支持作为主要策略,以重视教师的招聘与分配、支持教师的发展与提升、加强教师的领导与监督、完善教师的激励与问责作为行动路径。然而,世界银行在参与全球教师治理的过程中也面临着一些挑战,比如在治理活动的开展中过度推崇对教师的问责、在价值理念的选择上过多强调要为经济服务、在最佳实践的推广中忽视了各国的文化背景。我国在教师队伍建设过程中,应总结世界银行在参与全球教师治理过程中所取得的经验教训,并在世界银行开展的教师项目中做好角色转变,以实现国际话语权的进一步提升。

Global teacher governance is an important way to optimize international teacher policies and a key support to improve the quality of teachers. Since 1960s, starting with a focus on teacher training, the World Bank’s participation in global teacher governance has experienced three stages: initial attention, gradual exploration and in-depth development. The main driving force of the World Bank’s participation in global teacher governance is to improve the quality of teachers in developing countries, thus providing a critical boost to their economic growth. Specifically, the failure of developing countries in their provision of education services,the importance of high-quality teachers to economic growth, and the transformation of teacher training requirements in the knowledge economy jointly promote the participation of the World Bank in global teacher governance. In order to ensure that global governance teachers smoothly, the world bank adopts strategies focusing on providing policy advice and effective tools for the development and strengthening external support. It also pays attention to the teacher recruitment and allocation, supports the development of teachers and improve,strengthens teacher’s leadership and supervision, improves the teachers’ encouragement and accountability. However, the World Bank also faces challenges in the participation in global teacher governance, such as excessively advocating accountability for teachers in the implementation of governance activities, placing too much emphasis on the selection of values to serve the economy, and ignoring the cultural background of various countries in the promotion of best practices. In the future, China could sum up the experience and lessons gained by the World Bank in the process of participating in the global teacher governance in the process of teacher team construction, and make a good role change in the teacher project carried out by the World Bank, so as to further enhance the international discourse power.