走向精准扶弱:新西兰“教育公平指数”改革的动因、路径与经验  

Moving Towards Targeted Support for the Disadvantage:The Motivation,Path and Experience of the Reform of New Zealand's"Education Equity Index"

作　　者：杨大伟[1] 杨小敏 YANG Dawei;YANG Xiaomin(School of Education,Central China Normal University,Wuhan Hubei 430079;China Institute of Education Policy,Beijing Normal University,Beijing 100875)

机构地区：[1]华中师范大学教育学院,湖北武汉430079 [2]北京师范大学中国教育政策研究院,北京100875

出　　处：《比较教育研究》2023年第4期34-44,共11页International and Comparative Education

基　　金：2022年度教育部人文社会科学研究规划基金项目“资本进入教育领域的有效监管和风险应对研究”(项目编号:22YJA880073)。

摘　　要：为支撑国家战略目标的实现,提高弱势学生的学业成就,提升教育系统的公平性,新西兰在科学审查的基础上对教育公平专项经费的配置工具进行改革,用“教育公平指数”取代了传统的十分位制系统。相较十分位制系统,“教育公平指数”具有客观性、精确性和去污名化的特点,其改革过程蕴含了面向全体学生的全要素制度设计、基于循证理念和实证研究的制度决策、重视多元主体合作参与的制度自觉等主要经验。In order to support the realization of the strategic goal of nation,improve the academic performance of disadvantaged students,and further enhance the fairness of the education system.On the basis of scientific review,New Zealand has reformed the allocation tool of education equity fundings,replacing the traditional deciles system with the equity index.Compared with the deciles system,equity index has the characteristics of objectivity,accuracy and avoiding the"stigmatization".The basic experience of the reform of equity index includes the design of all factor system for all students,institutional decision-making based on evidence-based concept and empirical research,and attaching importance to the institutional consciousness of multi subject cooperation.

关 键 词：教育公平指数 新西兰 社会经济环境 学业成就 

分 类 号：G639.612[文化科学—教育学]