英国教育问责制度的历史、实践及评价  

History,Practice and Evaluation of the UK Education Accountability System

作　　者：郑宏宇[1] 

机构地区：[1]燕山大学高等教育研究室,河北秦皇岛066004

出　　处：《中国石油大学学报（社会科学版）》2011年第6期110-113,共4页Journal of China University of Petroleum (Edition of Social Sciences)

基　　金：2009年度河北省社会科学基金项目(HB09BJY031)

摘　　要：20世纪70年代,鉴于问责制在公共管理领域取得的巨大成绩,英国政府开始逐步将其应用到教育领域,希望能够提升教育绩效。英国教育问责的发展经历了兴起、发展和改进三个阶段,经历了一条由注重教育资源利用到提升教育绩效再到关注教育公平的发展轨迹。英国教育问责范围广泛,对学校、学生和教师的评估是问责的重点,其问责注重群体性、自主性和公开性。通过问责实践活动的开展,教育质量有了很大提升。问责已经成为英国教育领域不可或缺的重要体制。In the 1970s, in view of the fact that the accountability system has made great achievements in the field of public administration, the British government began to be apply it to the field of education step by step, hoping to promote educational performance. The development of British education accountability has experienced three stages： rise, development and improvement. It goes through a development approach emphasizing from educational resources＇ using to education performance increasing, and then to education fairness. As to the education accountability system in UK, the range is wide ; the focal point is the assessment of the schools, students and teachers; and the emphasis in its operation is the groupment, independence and openness. Through the practice of accountability, the quality of education has been greatly enhanced ; it has become the indispensable important system in the areas of the UK education.

关 键 词：英国 教育问责制 教育督导 教育绩效 评估 

分 类 号：G649.1[文化科学—高等教育学]