英格兰基础教育治理范式评析  

The New Education Governance Paradigm in the United Kingdom

作　　者：朱春芳[1] 高益民[1] 

机构地区：[1]北京师范大学国际与比较教育研究院

出　　处：《外国中小学教育》2015年第5期28-33,共6页Primary & Secondary Schooling Abroad

摘　　要：20世纪80年代以来,英格兰政府采用了产出性导航的教育治理范式,该范式的前提是学校具有资源自治权,该范式通过绩效问责的准市场机制运行,即由一些半官方机构对各个阶段的教育机构进行绩效评估,并根据评估结果提供资助。但政府在增加学校资源自治的同时对专业自治的控制却加强了,其结果就是中央政府对学校的控制力度空前强化。因此,新范式中自治与控制的概念值得进一步审视。An output-steering governance paradigm became dominant in the public sector ever since the 1980s, and the new paradigm operated through a performance-oriented market accountability mechanism. A number of quangos were established to assess performance at every level of the education system, and funding was calculated on the basis of performance assessment. Meanwhile, by increasing autonomy of education organizations over resource allocation and tightening control over professional autonomy, central government＇s control reaches an unprecedented height. Thus, the conceptions of autonomy and control in the new governance paradigm deserve further consideration.

关 键 词：教育治理 新范式 绩效问责 自治 控制 

分 类 号：G639.561[文化科学—教育学]