在显隐负担之间:英国教师减负的序列化行动--基于政策工具的视角

Managing the Explicit and Implicit Burden:Evolvement of Teacher Workload Reduction Policies in UK from the Perspective of Policy Instruments

自2003年英国推动序列化教师减负政策以来,命令、劝说、能力建设以及利诱,作为政策工具被广泛运用于行动之中,由此在减少教师显性工作时间的同时降低隐性消耗,并在赋能学校与教师的过程中实现减负增效。其中,命令体现为工作职责的法制化、执行的机构化与专业化等方面。劝说与利诱则通过达成利益相关者的共识,提供资金与资源支持实现。对不同阶段教师的差别化专业支持以及为学校提供减负工具包,有效推动了政策群体的能力建设。英国减负政策的序列化、对政策目标群体参与和行动的鼓励,以及对负担之内涵的多维理解,为我国教师减负的渐进式推进、各方获能、注重统一命令与地方能力建设结合,提供了可资参考的经验。

The UK Department for Education has implemented a succession of policies for teacher workload reduction since 2003.From the perspective of policy instruments,mandate,inducement,capacity building,and suasion are widely used to reduce the explicit working hours of teachers while reducing the implicit consumption,and realize the burden reduction and efficiency in the process of empowering schools and teachers.Among them,the legalization of responsibilities and the institutionalization and specialization of implementation are achieved with mandatory standards.Suasion and inducement offer funding and resources through consensus among stakeholders.The differential support for teachers'continuous professional development and the provision of workload reduction toolkit for schools promoted the capacity building of groups involved.Implications are provided to enhance teacher workload reduction in China:the government should attach importance to policy serialization,encouragement of participation and action to policy target groups,and multidimensional understanding of the connotation of workload,progressive advancement and empowerment,and the integration of unified command and local capacity building.