新时期学校治理的现实挑战与积极应对
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摘要
城镇化高速推进,区域教育均衡水平不高,多元利益相关主体参与学校教育的意识不断增长,学校治理的必要性空前凸显。反观学校治理的软环境准备、能力准备与信息准备,学校治理又面临行政人员、校长管理惯性难以克服,教师、家长、学生等主体能力准备不足,以及信息向决策与决策影响的主体公开不充分等诸多现实挑战。考虑到学校治理的必要性,针对学校治理面临的现实挑战,需要进一步加强学校治理价值定位、责权边界、治理能力、保障条件、治理思维等问题的研究,提高学校治理的有效性。
With the rapid development of urbanization,unbalanced development of education within the districts and the increasing participantion awareness of multiple stakeholders in school governance,it becomes necessary to pay attention to school governance.In view of the soft environment preparation,ability preparation and information preparation,the school governance faces many challenges which include the administrators and principals'management inertia hard to overcome,the teachers,parents and students'capacity insufficient for governance,and the inadequate publicity of related decision information to the stakeholders influenced by the related decisions.Considering these problems and challenges in school governance,it is necessary to further strengthen the study of the value orientation,the boundary of responsibility and authority,governance capacity,pre-conditions and governance thinking mode,so as to improve the effectiveness of school governance.
With the rapid development of urbanization,unbalanced development of education within the districts and the increasing participantion awareness of multiple stakeholders in school governance,it becomes necessary to pay attention to school governance.In view of the soft environment preparation,ability preparation and information preparation,the school governance faces many challenges which include the administrators and principals'management inertia hard to overcome,the teachers,parents and students'capacity insufficient for governance,and the inadequate publicity of related decision information to the stakeholders influenced by the related decisions.Considering these problems and challenges in school governance,it is necessary to further strengthen the study of the value orientation,the boundary of responsibility and authority,governance capacity,pre-conditions and governance thinking mode,so as to improve the effectiveness of school governance.
引文
[1]里查德·C·亨特,弗兰克·布朗,萨兰·达纳荷.学校治理[M].秦玉友,等译.北京:北京师范大学出版社,2017.
[2]UNESCO.EFA Global Monitoring Report 2009.Overcoming Inequality:Why governance matters[R].Paris,UNESCO/Oxford University Press,2008.
[3]国家统计局.2016年农民工监测调查报告[R].2017-04-28.
[4]国务院教育督导委员会办公室.2013年义务教育均衡发展督导评估[N].中国教育报,2014-02-22(3).
[5]国务院教育督导委员会办公室.2014年全国义务教育均衡发展督导评估报告[N].中国教育报,2015-04-03(1).
[6]国务院教育督导委员会办公室.2015年全国义务教育均衡发展督导评估工作报告[R].教育部,2016-02-23.
[7]教育部教育督导局.2016年全国义务教育均衡发展督导评估工作报告[R].教育部,2017-02-23.
[8]教育部教育督导局.2017年全国义务教育均衡发展督导评估工作报告[R].教育部,2018-02-28.
[9]于海波.城乡教师流动改革的多维审视与路向选择[J].东北师大学报:哲学社会科学版,2017(2).
[10]Boston Davies&Ross Zerchykov.Parents as an Interest Group[J].Education and Urban Society,1981,13(2).
[11]石中英.谈谈校长的价值领导力[J].中小学管理,2007(7).
[12]UNESCO.EFA Global Monitoring Report 2017/8.Accountability in Education:Meeting our commitments[R].Paris,UNESCO,2017.
[13]秦玉友.教育城镇化的异化样态反思及积极建设思路[J].教育发展研究,2017(6).
(1)2013—2016年,全国累计有1824个县通过国家督导评估认定,加上2017年的560个县,共计2 384个。据民政部信息,因行政区划调整,已经通过国家认定的县数减少5个,目前实有2 379个。参见:教育部教育督导局.2017年全国义务教育均衡发展督导评估工作报告[R].2018-02-28.
(1)如:有许多研究指出善的治理和善的教育治理的特征与要件。如:有研究指出,好的治理有参与的(participatory)、共识导向的(consensus oriented)、问责的(accountable)、透明的(transparent)、负责任(responsive)、有效的与有效率的(effective and efficient)、平等的与全纳的(equitable and inclusive)、守法规(follows the rule of law)八个主要特征。(见:United Nations Economic and Social Commission for Asia and the Pacific.What is Good Governance?[R]2009-07-10.)有研究指出,好的教育治理需要标准(standards)、成绩信息(information on performance),好成绩激励(incentives for good performance)以及最重要的问责(accountability)等促进性条件。(见:Maureen Lewis &Gunilla Pettersson.Governance in Education:Raising Performance.University of Sussex and World Bank.2009-12-22.)
[2]UNESCO.EFA Global Monitoring Report 2009.Overcoming Inequality:Why governance matters[R].Paris,UNESCO/Oxford University Press,2008.
[3]国家统计局.2016年农民工监测调查报告[R].2017-04-28.
[4]国务院教育督导委员会办公室.2013年义务教育均衡发展督导评估[N].中国教育报,2014-02-22(3).
[5]国务院教育督导委员会办公室.2014年全国义务教育均衡发展督导评估报告[N].中国教育报,2015-04-03(1).
[6]国务院教育督导委员会办公室.2015年全国义务教育均衡发展督导评估工作报告[R].教育部,2016-02-23.
[7]教育部教育督导局.2016年全国义务教育均衡发展督导评估工作报告[R].教育部,2017-02-23.
[8]教育部教育督导局.2017年全国义务教育均衡发展督导评估工作报告[R].教育部,2018-02-28.
[9]于海波.城乡教师流动改革的多维审视与路向选择[J].东北师大学报:哲学社会科学版,2017(2).
[10]Boston Davies&Ross Zerchykov.Parents as an Interest Group[J].Education and Urban Society,1981,13(2).
[11]石中英.谈谈校长的价值领导力[J].中小学管理,2007(7).
[12]UNESCO.EFA Global Monitoring Report 2017/8.Accountability in Education:Meeting our commitments[R].Paris,UNESCO,2017.
[13]秦玉友.教育城镇化的异化样态反思及积极建设思路[J].教育发展研究,2017(6).
(1)2013—2016年,全国累计有1824个县通过国家督导评估认定,加上2017年的560个县,共计2 384个。据民政部信息,因行政区划调整,已经通过国家认定的县数减少5个,目前实有2 379个。参见:教育部教育督导局.2017年全国义务教育均衡发展督导评估工作报告[R].2018-02-28.
(1)如:有许多研究指出善的治理和善的教育治理的特征与要件。如:有研究指出,好的治理有参与的(participatory)、共识导向的(consensus oriented)、问责的(accountable)、透明的(transparent)、负责任(responsive)、有效的与有效率的(effective and efficient)、平等的与全纳的(equitable and inclusive)、守法规(follows the rule of law)八个主要特征。(见:United Nations Economic and Social Commission for Asia and the Pacific.What is Good Governance?[R]2009-07-10.)有研究指出,好的教育治理需要标准(standards)、成绩信息(information on performance),好成绩激励(incentives for good performance)以及最重要的问责(accountability)等促进性条件。(见:Maureen Lewis &Gunilla Pettersson.Governance in Education:Raising Performance.University of Sussex and World Bank.2009-12-22.)