国际教育援助的人文理性:基础教育援助的价值取向  

Study on Humanist Rationality in International Education Aid:The Value Tendency of Basic Education Aid

作　　者：熊淳[1] 

机构地区：[1]华中师范大学教育学院,武汉430079

出　　处：《教育发展研究》2012年第12期27-30,共4页Research in Educational Development

基　　金：全国教育科学"十二五"规划2011年度国家青年基金"非洲基础教育援助策略的国际比较研究"(CDA110113);湖北省基础教育研究中心"启航"自主科研课题"非洲基础教育均衡发展的困境与脱困路径之研究"(11QH004)阶段性成果

摘　　要：国际教育援助的对象群体往往是经济上处于弱势的贫困群体。因此援助规划是否能够直接作用于受助对象,满足贫困群体的实际需求是发达国家和国际组织关心的焦点问题。基础教育援助作为国际教育援助的一部分,是其他层次、类型教育发展的基础和前提。基础教育不仅被纳入到发展援助的整体战略框架之中,而且援助界通过建立相关协调机制来共同促进发展中国家的基础教育发展。较之传统高等教育和职业教育的实用主义援助倾向,基础教育成为国际社会的重点关注领域,其原因在于基础教育援助与教育扶贫的人文理性认识紧密相关。The target groups of the international education aid are often economically disadvantaged poverty groups. Therefore, whether the aid planning could be directly acting on the target groups and meet the actual needs of the poverty groups is the focus of concern in developed countries and international organizations. Basic education aid, a part of international education aid, is the basic and precondition of other levels and types of education. Basic education has not only been incorporated into the overall strategic framework for development assistance, but also accessed to development in developing countries with establishment of coordination mechanisms in aid community. Comparing with pragmatism of higher education and vocational education assistance, the humanist recognition of basic education aid and poverty is the important reason for the basic education to become the key field in the international society.

关 键 词：国际教育援助 基础教育 人文贫困 人的安全保障 

分 类 号：G630[文化科学—教育学]