联合国教科文组织教育质量框架探析  

Exploring and Analysis of UNESCO Framework of Education Quality

作　　者：董建红[1] 

机构地区：[1]浙江大学教育学院,博士生杭州310028

出　　处：《教育发展研究》2007年第11A期19-22,共4页Research in Educational Development

摘　　要：1990年世界全民教育大会以来,世界范围的全民教育取得了长足进步。但全民教育在数量得到空前提高的背后,质量却未得到同步发展。于是,在2000年达喀尔举办的世界教育论坛会议之后,全民教育的质量问题引起了国际社会的高度关注,并被各国列入教育发展的议事日程。在这一背景下,联合国教科文组织也适时提出了一个完整的教育质量框架。本文试图对这一框架的内容和特点进行解析,以期为广大理论与实践研究者提供一些启示。Since the world conference on education for all （EFA） in 1990, enormous progress has been achieved in the field of EFA, especially in terms of quantity. However, the quality of EFA does not improve equally well and became an issue of common concern. After the Dakar world education forum in 2000, the issue of quality was put on the agenda of education development in all countries. Quality is the core of education for all. Without quality, any effort on EFA would be in vain. Moreover, quality education is a key to poverty alleviation and a foundation for the construction of human security, community and national development as well as world advancement.

关 键 词：教育质量框架 联合国教科文组织 全民教育 特点 

分 类 号：G513[文化科学—教育学]