公平与积极的反歧视:印度义务教育均衡发展策略透析  

Equity and Affirmative Action:Probing into the Policies and Strategies for Educational Balanced development in India

作　　者：阚阅[1,2] 

机构地区：[1]浙江大学教育学院,浙江杭州310028 [2]教育部人文社会科学重点研究基地北京师范大学比较教育研究中心,北京100875

出　　处：《比较教育研究》2011年第8期60-64,81,共6页International and Comparative Education

基　　金：2010年教育部人文社会科学重点研究基地重大项目"以公平性标准和差异性标准促均衡发展:义务教育均衡发展政策比较研究"(项目批准号:10JJD880001)成果之一

摘　　要：印度自摆脱殖民统治实现独立以来,面对由不平等社会制度而导致的义务教育发展不均衡的困境,印度政府秉持社会正义和教育公平的思想,强调补偿性和积极的反歧视(affirmative action)原则,在学校基础设施、教师配置、学生支持等方面采取了一系列政策措施,力图保障所有人都能够享有平等的教育机会,促进义务教育在区域、群体和校际间的均衡发展。印度政府在促进义务教育持续均衡发展方面的探索、举措和实践对广大发展中国家不无借鉴和参考意义。Since the national independence, India has confronted with serious challenges of unbalanced development in compulsory education resulted from the unequal social system. Insisting on the idea of social justice and educational equity and the principle of affirmative action, the government of India takes a series of measures in the aspect of school infrastructures, teacher training and student support to ensure the equal opportunity in education and to promote the balanced development of compulsory education among various regions, groups and schools. India＇s practice and experience might provide some useful references and solutions for the broader developing countries.

关 键 词：印度 义务教育 均衡发展 

分 类 号：G522.3[文化科学—教育学]