21世纪的北非高等教育治理改革研究:模式、特征与启示  

作　　者：廖静 

机构地区：[1]复旦大学外文学院 [2]复旦大学多语种中心 [3]复旦大学中东研究中心

出　　处：《复旦公共行政评论》2024年第1期192-209,共18页Fudan Public Administration Review

基　　金：2023年度国家社科基金后期资助“法国北非移民政策研究:类型与成效”(编号:23FGJB006)的阶段性研究成果

摘　　要：在21世纪知识经济的大背景下,北非国家为提升高等教育质量及增强国家竞争力实施了一系列教育治理改革。这些改革将高等教育入学率从1990年的10%提升至2020年的35%,但同时也遭遇了挑战。本文运用马克·汉森的“中心化/去中心化”理论框架,选取埃及和摩洛哥为案例,深入分析了两国在高等教育治理的目标、架构和方式上的差异及影响。研究结果显示,尽管改革在某些方面取得了成效,但从发达国家视角看,这些改革主要局限于技术层面,缺乏深刻的意识形态变革。此外,非洲学者指出,北非改革过分依赖西方模式,忽视了本土化实践。因此,北非高等教育的改革被视为一个复杂过程,受到国际组织、国内政治和社会动员的广泛影响,需要采用更为包容和有效的方法来深化改革。In the context of the 21st century's knowledge economy,North African countries implemented a series of educational governance reforms aimed at enhancing the quality of higher education and national competitiveness.These reforms successfully increased higher education enrollment rates from 10%in 1990 to 35%in 2020,yet faced challenges.Referring to the framework of Mark Hansen's theory of centralized/decentralized education governance,this study examines Egypt and Morocco as cases,analyzing differences in governance goals,structures,and methods,and their impacts on educational reform.The results reveal significant progress in enrollment and quality enhancement.However,from a developed country's perspective,North Africa's reforms are seen as technical innovations rather than deep ideological changes.While African scholarsillustrate an overreliance on Western models and a lack of localized practices in these reforms.Therefore,North African higher education reforms are viewed as complex processes influenced by internationalorganizations,domestic politics,and social mobilization,asking for more inclusive and effective approaches in deeper reform.

关 键 词：21世纪 北非 高等教育 治理改革 

分 类 号：G649.41[文化科学—高等教育学] D741[文化科学—教育学]