分享上海基础教育智慧,贡献非洲教育优质均衡发展——坦桑尼亚教育官员与国际组织专家上海教育研修综述

为推动联合国可持续发展目标4(SDG4)“确保包容和公平的优质教育”相关议程,及响应联合国教科文组织“非洲优先”事项,联合国教科文组织教师教育中心于2023年5月8日至13日为坦桑尼亚各级政府的教育官员、重要国际组织专家举办上海教育研修班,传播上海基础教育优质均衡发展经验,为非洲教育问题提供中国智慧和中国方案,在教育领域探索共建人类命运共同体。

From Mutual Creation to Mutual Benefit:China’s National Teacher Training Program between Higher Teacher Education and K-12 Teachers

Sustainable Development Goal(SDG 4)lays solid theoretical foundation for the development of higher teacher education in improving the quality of teaching faculty nationwide.Sustainable teacher training paves a way for teacher professional development in the long run.China’s“National Teacher Training Program”serves a connection between higher teacher education and K-12 teachers in multiple perspectives when exploring K-12 teachers’improvement of the essence by upgrading the initiative of the program with the assistance of educational technology and modern educational philosophy from mutual creation to mutual benefit.Direction orientation strategic design based on demand for teaching faculty,curriculum setting in modules,and characteristics creation have been carried out to upgrade the training of teacher colleges and National Teacher Training Program in the future for achieving a win-win situation between higher teacher education and K-12 education.

全球教育危机与韧性:PISA2022结果透视——兼谈可持续发展教育目标的进展及挑战

2023年12月5日,经济合作与发展组织发布了2022年国际学生评估项目(PISA2022)结果,为洞察全球学生学习表现的变化与走向,评估可持续发展教育目标进展提供了最新证据。分析评估结果发现,参评经济体的学前与中等教育普及率得到提升,但整体学业质量出现明显下滑迹象。新冠肺炎疫情与其他挑战交织在一起,进一步恶化了各经济体的教育不公平问题。尽管如此,依旧有不少经济体能够改进教育质量、提升教育公平。提高教育系统的韧性被认为是应对全球教育危机的关键,包括保证适当的财政投入、避免长期校园关闭、关注学生福祉、重视学生的社会情感能力、增加支持性的家庭参与以及有效利用数字技术。

2030可持续发展议程中的教育目标:全球进展与中国面临的挑战和对策

联合国2030年可持续发展议程是应对日益严峻的全球挑战,促进全球可持续发展的国际行动。“确保全纳和公平的优质教育,让全民终身享有学习机会”是该议程第4项目标(简称SDG4),涉及初等和中等教育、幼儿发展与学前教育等11项监测指标。我国学前教育入学率、中小学最低数学技能的获得比例、中学前阶段教师合格率等指标超过高收入国家平均水平,SDG4达成度在发展中国家位居前列。我国在参与全球教育治理和教育强国建设中需要面对发展中国家学习贫困率剧增,高素质人口比例有待提升,教育数字化转型,与美西方的教育援助竞争日趋激烈,讲好中国对全球SDG4贡献故事缺乏系统数据支撑,可持续发展教育保障待加强,国际话语权有待提升等挑战。针对这些挑战,需要加快构建人才双循环新格局,提升教育强国指标监测的国际可比性,为构建人类命运共同体注入更多教育内涵,推动“一带一路”教育行动可持续发展,推进教育援助数字化,讲好中国SDG4贡献故事。

Empowerment sustainability perspectives for Bahraini women as entrepreneurs

The key objectives of this study were to investigate the factors that empower women entrepreneurs in the Kingdom of Bahrain and to measure the impacts of such factors on their business development and growth.The four main factors covered in this study were gender equality,quality education,sociocultural,and policies.The quantitative method was adopted to obtain the results of a structured survey distributed among 449 women entrepreneurs in the Kingdom of Bahrain registered in the United Nations Industrial Development Organization.A simple random sampling approach was used.This study examined the empowerment perspectives of Bahraini women as entrepreneurs.Hypotheses were developed and tested using statistical tests to significantly identify the impacts of the factors on women entrepreneurs'participation in the country's business activities.The quantitative results of the study showed the importance of empowering women entrepreneurs in business activities in the Kingdom of Bahrain,which leads to their development and the country's economic growth.The findings confirmed the existence and significant impact of three factors,which are quality education,sociocultural,and policies,that empower and support women to start businesses in the Kingdom of Bahrain.No significant effect of the gender equality factor was distinguished.Empowerment and institutional theories were found to be relevant to the context of empowering women as entrepreneurs.The research provided recommendations,such as reinforcing policies that empower entrepreneurs,to enhance the empowerment of women entrepreneurship in the Kingdom of Bahrain.

世界银行对推动实现可持续发展教育目标的承诺与行动

从实现全民学习到降低学习贫困,世界银行以一种自认为更加务实和可行的方式,对推动实现可持续发展教育目标做出承诺。就行动而言,世界银行通过资金援助和非借贷性质的分析与咨询服务,努力帮助各国增强教育的包容与公平,提升教育质量和促进终身学习。但是,世界银行奉行人力资本理论与新自由主义,与可持续发展教育目标的人文主义理念存在一定的张力,而且它在全球教育治理中的"强势"地位可能不利于发展中国家政府发挥主体性作用。