了解教育政策偏好:对35个发展中国家的政策制定者进行调查实验.
Lee Crawfurd1, Susannah Hares1, Ana Minardi1
1Center for Global Development, United Kingdom.
概括
低收入和中等收入国家的国家政策制定者经常不重视基础学习,尽管它很重要. 他们的观点受到教育目标和信仰的影响,与国际捐助者议程有所不同.
科学领域:
- 教育政策 教育政策
- 国际发展国际发展
- 学习成果的学习结果
背景情况:
- 全球小学入学率有所提高,但许多低收入和中等收入国家的学习成果仍然不理想.
- 国际组织主张以测试成绩来衡量的基础学习为重点的政策议程.
- 这个议程的实施在很大程度上依赖于国家决策者.
研究的目的:
- 调查低收入和中等收入国家的国家教育政策制定者关于基础学习的优先事项和观点.
- 确定影响政策制定者的偏好及其与国际捐助者议程一致的因素.
- 评估证据对政策制定者关于干预有效性的信念的影响.
主要方法:
- 这项调查涉及35个低收入和中等收入国家的931名政府教育高级官员.
- 调查实验旨在测试决策者对基础技能的评价及其对信息的反应.
- 基于教育目标,对当前教育状况的信念和干预效力的偏好变化的分析.
主要成果:
- 国家政策制定者通常对专门针对基础技能的倡议给予较低的价值.
- 在国家政策制定者的观点与国际捐助者议程之间存在明显的分歧,跨越多个维度.
- 决策者对干预有效性的信念可能会受到新证据的影响.
结论:
- 教育政策中的国家优先事项可能与国际呼吁关注基础学习的呼吁不一致.
- 了解国家政策制定者的目标和信念对于有效的教育改革和国际合作至关重要.
- 通过向国家决策者提供有关干预有效性的数据,可以促进基于证据的政策制定.
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