世界银行SABER教育管理信息系统测评探析——以美国马里兰州为例  

Characteristics and Enlightenment of Educational Management Information System from the Perspective of World Bank SABER——A Case Study of Maryland, USA

作　　者：闫温乐[1] 白宇 YAN Wenle;BAI Yu

机构地区：[1]上海师范大学国际与比较教育研究院

出　　处：《外国中小学教育》2019年第8期37-45,共9页Primary & Secondary Schooling Abroad

基　　金：国家社会科学基金十三五规划2018年度教育学一般课题“国际组织高级专业人才培养研究”(课题批准号:BDA180032)阶段成果之一

摘　　要：为帮助世界各国政策制定者和实施者系统地评估其现有教育系统,世界银行2010年推出了被称为"为了更好教育成果的测评系统(Systems Approach for Better Education Results,简称SABER)”,该系统包含如教师、学生评估、教育管理信息系统、学校自治和问责制等教育领域的13个分支主题,并提供了相应的评估杠杆和指标。本文对世界银行SABER中的“教育管理信息系统”模块(简称SABER-EMIS)进行分析,以美国马里兰州的管理信息系统为案例,从环境的有利性、系统的可靠性、数据的优质程度、对决策的应用价值四个核心方面分析测评结果,力图为我国教育管理信息系统发展带来一定的借鉴与启示。To help policy makers and implementers around the world systematically evaluate their existing education systems, the World Bank launched the so called "Systems Approach for Better Education Results (SABER)"in 2010. The system includes 13 sub丒themcs in education such as teachers, student assessments, education management information systems, school autonomy and accountability, and provides corresponding assessment levers and indicators. This paper selects the "'Education Management Information System^, module in SABER for research, and analyzes the results of Maryland in the United States as an example. Viewing from the core aspects of the analysis and evaluation results including environmental benefits, system reliability, data quality, and decision-making application value, this paper tries to bring some reference and thinking to the development of China's education management information system.

关 键 词：教育管理信息系统 SABER 世界银行 美国马里兰州 

分 类 号：G571.2[文化科学—教育学]